ASSUMPTION COLLEGE

Assumption College Worcester, Massachusetts and Rome, Italy 508-767-7000 www.assumption.edu

ASSUMPTION COLLEGE ASSUMPTION COLLEGE

ACADEMIC DEPARTMENTS UNDERGRADUATE CATALOG 2013-14 2013-14 UNDERGRADUATE CATALOG

Art, Music and Theatre Business Studies Economics and Global Studies Education English History Human Services and Rehabilitation Studies Mathematics and Computer Science Modern and Classical Languages and Cultures Natural Sciences Philosophy Political Science Psychology Sociology and Anthropology Theology ACCREDITED BY: New England Association of Schools and Colleges, Inc. Commonwealth of Massachusetts Department of Education Council on Rehabilitation Education American Chemical Society

MEMBER OF: Association of American of Colleges and Universities College Reading and Learning Association American Council on Education Council for Higher Education Accreditation Association of Catholic Colleges and Universities Council of Independent Colleges Association of Core Texts and Courses Education Advisory Board Association for Continuing Higher Education Institute of International Education Association of Governing Boards of International Center for Academic Integrity Universities and Colleges Massachusetts Association of Colleges for Association of Independent Colleges and Teacher Education Universities in Massachusetts National Academic Advising Association College Entrance Examination Board National Association of Independent Colleges Colleges of Worcester Consortium, Inc. and Universities

NATIONAL HONOR SOCIETY CHAPTERS IN: Catholic Tradition: Delta Epsilon Sigma Classics: Eta Sigma Phi English: Sigma Tau Delta Economics: Omicron Delta Epsilon French: Pi Delta Phi History: Phi Alpha Theta Mathematics: Kappa Mu Epsilon Philosophy: Phi Sigma Tau Psychology: Psi Chi Spanish Language and Literature: Sigma Delta Pi Sociology: Alpha Kappa Delta

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43768_01_Intro.indd 1 7/19/13 2:46 PM NOTICE OF NON-DISCRIMINATION Assumption College was founded in 1904 by the Augustinians of the Assumption (Assumptionists). The College strives to form graduates known for critical intelligence, thoughtful citizenship and compassionate service through its educational model grounded in the liberal arts and the Catholic intellectual tradition. Assumption favors diversity and welcomes all who share its goals and respect the College’s mission and heritage.

The College recognizes the essential contribution of a diverse community of students, faculty and staff. Accordingly, Assumption College commits itself to maintaining a welcoming environment for all people and to complying with all state and federal laws prohibiting discrimination in employment and its educational programs on the basis of race, color, national origin, sex, religion, disability, age, marital or parental status, sexual orientation, genetic information or family medical history, military status, or other legally protected status.

Assumption College rejects and condemns all forms of harassment, wrongful discrimination and disrespect. It has developed procedures to respond to incidents of harassment whatever the basis or circumstance. The College does reserve its lawful rights where appropriate to take actions designed to promote the Catholic, Assumptionist principles that sustain its mission and heritage.

Assumption College has designated its Director of Human Resources to coordinate its efforts to comply with and carry out its responsibilities to prevent discrimination in accordance with state and federal laws, including Title VI, Title IX, Section 504 and the ADA. Any applicant for admission or employment, and all students, faculty members and employees, are welcome to raise any questions regarding this notice with the Director of Human Resources:

Assumption College 500 Salisbury Street Worcester, MA 01609 Phone: 508-767-7172

The Director of Human Resources oversees compliance with Title IX and the efforts of Athletics Title IX Coordinator, the Senior Women’s Administrator, reachable at 508-767-7086. In addition, any person who believes that an act of unlawful discrimination has occurred at Assumption College may raise this issue with the Assistant Secretary for Civil Rights of the United States Department of Education.

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43768_01_Intro.indd 2 7/19/13 2:46 PM BACHELOR OF ARTS DEGREE IS GRANTED IN CATALOG THE FOLLOWING PROGRAMS: Accounting contents Art History Biology Biology with a Concentration in Neuroscience and Accreditations ...... i Behavior Assumptionist Sponsorship ...... 2 Biotechnology and Molecular Biology Description of College ...... 3 Chemistry Academic Regulations ...... 7 Classics Special Academic Options . . . . 19. Computer Science Cooperative Programs of Study . . 21. Economics Academic Departments Economics with Business Concentration Art, Music and Theatre ...... 29 Education Concentration Business Studies ...... 40 (accompanying an appropriate major) Economics & Global Studies . . . .53 English Education ...... 61. English with Concentration in Writing and Mass English ...... 74 Communications History ...... 82. Environmental Science Human Services and Environmental Science with a Concentration in Rehabilitation Studies ...... 90 Environmental Policy Interdisciplinary Programs . . . . .99 Foreign Languages Latin American Studies ...... 110 French Mathematics and French with Concentration in Francophone Computer Science . . . . . 117. Culture and Civilization Modern and Classical Languages Global Studies and Cultures ...... 124. Graphic Design Natural Sciences ...... 139 History Philosophy ...... 153 Human Services and Rehabilitation Studies Political Science ...... 160 International Business Psychology ...... 164 Italian Studies Latin American Studies Sociology and Anthropology . . . .176 Management Theology ...... 177 Marketing Mathematics Institutes ...... 181. Music Admissions ...... 183 Organizational Communication Financial Aid ...... 185. Philosophy Expenses ...... 192. Political Science Campus Life ...... 194 Psychology Directory ...... 198 Psychology with a Concentration in Index ...... 214 Brain, Behavior, and Cognition Campus Map ...... 216 Sociology Directions ...... 217. Sociology with Concentration in Criminology Academic Calendar ...... 218 Spanish Spanish with Concentration in Hispanic Culture and Civilization Studio Art Theology iii

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TO OUR UNDERGRADUATE STUDENTS your studies. You will explore questions that get to the deepest desires of the human heart and that College is an exciting time because it is a period recognize the role of faith and reason in the search of discovery. In the course of four years, you will for truth. By highlighting the Catholic intellectual discover things about yourself and your interests that tradition, you will encounter ideas that have will set the direction of your life. For this process of contributed to the formation of a Christian outlook discovery and self-discovery to occur, it is important on the world that reflects the type of education to understand education differently. While you envisioned by Fr. Emmanuel d’Alzon, the founder of undoubtedly will acquire the skills necessary the Assumptionists. Equally important, we seek to to pursue a particular career, your education at foster an ecumenical spirit that will allow you not Assumption will be so much more than vocational only to know, but also to live wisely the truths about training. Our goal is to provide you with a holistic God, humanity, and the world. education that aims at forming your mind, heart, and Your education at Assumption will be enriched by soul. That is the essence of a liberal arts education our student-centered faculty who are outstanding and the defining characteristic of Assumption teacher-scholars. You will not only benefit from their College. We seek to form you, and in turn, transform expertise, but also from their availability to work you by providing an education that is value-based, with you outside of the classroom. I urge you to get whether you are pursuing a degree in the traditional to know your professors well during your time as a liberal arts and sciences, or in one of our professional student at Assumption. programs such as business or education. During your years at Assumption take advantage of At Assumption, you will be introduced to a broad the many opportunities to grow intellectually and body of knowledge that will unlock the potential spiritually so as to allow the development of your that lies within the very depths of your being. In full potential as a human being. In this way, the the course of your studies, you will be exposed to a motto of the College, “. . .until Christ be formed wide array of disciplines that will expand your mind in you,” will become a reality of your Assumption as you consider new ideas, new ways of looking at experience. Our goal is to form leaders with values the world around you, and new ways of questioning. and vision. The faculty, administration, and staff are We seek to provide you with a moral and ethical committed to serving you to make this goal possible. framework that will assist in the formation of who you are, who you want to become, and how you will Enjoy the exciting journey you have begun at live out your personal and professional life. Our goal Assumption College! is not simply to lay the foundations for you to lead the good life, but more importantly, for you to live a Sincerely, good life — a subtle, yet important difference. As a Catholic institution in the Assumptionist tradition, we take religion and faith seriously as Francesco C. Cesareo, Ph.D. an integral part of the human experience. We President strive to foster a climate that will provide you with Professor of History opportunities to encounter God in the course of

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MISSION CHARACTER Assumption College, rooted in the Catholic Dedicated to the pursuit of knowledge, Assumption intellectual tradition, strives to form graduates known attempts to equip its students with insights and skills for critical intelligence, thoughtful citizenship and that will encourage and enable them to continue their compassionate service. We pursue these ambitious personal pursuit of truth throughout life. The education goals through a curriculum grounded in the liberal that the College provides focuses on all dimensions of arts and extending to the domain of professional human life: moral (personal and social), cultural (the studies. Enlivened by the Catholic affirmation of the arts and sciences), professional (career preparation), harmony of faith and reason, we aim, by the pursuit and religious. It investigates the traditions of the past of the truth, to transform the minds and hearts of as these shape our present. It attempts to develop clear students. Assumption favors diversity and ecumen- and independent thinking. It stresses the acquisition ically welcomes all who share its goals. of personal values. As a Catholic institution bearing witness to the unity of all truth and to the harmony that OBJECTIVES exists between faith and reason, the College encourages Assumption College is a community of learning in the its students to submit their faith to a reflective and Catholic tradition, concerned with the truth wherever mature understanding and to give it living expression in it is found. The relationship of professors and students the celebration of the Church’s liturgy. is at the center of the learning process that takes place Assumption is aware that education is a process in this community and is the most effective means which involves not only the mind but also the total for the fulfillment of the College’s intellectual, moral, person in one’s relationship to oneself, others, and cultural, social, and religious purposes. God. The formal academic programs are therefore In order to assure that the learning process be as interspersed with opportunities for dialogue and successful as possible, the College holds the progress counseling in order that each student might better of each individual to be of central importance, understand himself or herself and more adequately encourages its professors to explore with their students serve mankind in response to the command of God. the personal and social dimensions of the life of faith, Recognizing that individual freedom is a seeks within its means to provide the time and space correlative of responsibility, the College also seeks to needed for true learning to take place, sees broad develop self-discipline and dedication in its members participation in its governance as integral to its life as as guarantees of the integrity and enhancement of an academic community, fosters co-curricular activities its life and commitment. The College welcomes all that complement its formal course programs, and persons who share its goals, respect its process, and encourages its teachers and students to pursue the wish to participate responsibly in its life as a Christian highest standards of excellence in all their activities. academic community. Students, faculty, and adminis- As scholars in a community of learning and as trators voluntarily affiliate with it. Their activities guides to their students, as well as to one another, are expected to be consistent with its purpose and teachers at Assumption should be committed to character. the liberal education of the intellect in the arts and sciences, should strive to act responsibly toward God ASSUMPTIONIST SPONSORSHIP and neighbor and to encourage students to develop The Assumptionists, whose spirit invites them to give habits of responsible action, should be specialists “a doctrinal, ecumenical, and social dimension” to in particular disciplines who strive to discern each whatever they do, belong to a religious order founded discipline’s relation to all other disciplines and to by Father Emmanuel d’Alzon, an educator whose most the goals of the College, and should promote and cherished project was the establishment of a Catholic participate in the co-curricular life of the College as an university. To all those who taught in his schools— extension of their activity in the classroom. religious and laity alike—he proposed the motto: In their pursuit of a life of inquiry within a “Until Christ be formed in you.” community of learning, students at Assumption Father d’Alzon envisioned an institution should be intent upon acquiring knowledge of the committed to the pursuit of truth and academic ideas, achievements, and figures that have formed the excellence wherein faith and reason give harmonious Western tradition, should seek to gain knowledge of witness to the unity of all truth. He sought the the ways of peoples beyond their cultural horizons in development of the whole person. He wanted the order to better understand themselves and the world students to grow in the knowledge of their human in which they live, should maintain a balance between condition as well as of their ultimate destiny. specialized professional preparation and a general Since the specific purpose of his Congregation program of studies and be aware of the need and place is to extend the Kingdom of God, he concerned for both in education, and should undertake their himself with the special bond that exists between studies for personal development while in college and a liberal education and the Gospel message. A true as a basis for lifelong learning. liberal arts program, posing as it does the fundamental

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questions about God and creation, sets the student During its half-century on Worcester’s West on a personal quest for truth. Spurred on by the Side, the college has lived through many changes and wisdom found through reflection on the visible challenges. By the end of the 1950s, lay professors world, and encouraged by an intellectual community outnumbered Assumptionists on the faculty, a process willing to submit its faith to a reflective and mature that has accelerated over the decades. In 1968, the understanding, the student is led to those deeper Assumptionists turned the school over to a new board realities which cannot be seen. A liberal education thus of trustees made up of both religious and lay people. provides the dynamic vehicle for attaining one’s full In 1969, women matriculated as undergraduates for development as a Christian human being. the first time. In 1972, the College welcomed its first The Assumptionists, therefore, maintain their lay president. The College has since experienced involvement at Assumption College because they see it significant facilities and enrollment growth, with a as a place where they can carry out the mission of the current undergraduate population of 2,100 and Church in the field of higher education. In collabo- more than 700 graduate and Continuing and Career ration with the trustees and the entire administrative, Education students. academic, and clerical staff, they have a primary role The physical plant portfolio has been greatly in guaranteeing the Catholic character of Assumption enhanced since 2000 with the completion of new College and in promoting a philosophy of education buildings such as Admissions House, the Testa Science which is consonant with the highest Christian and Center, the Fuller Information Technology Center, THE COLLEGE classical values and ideals. Through this commitment, new residence halls, and the Multi-Sport Stadium, they share in the building of an enlightened Church as well as major renovations to academic buildings, and in the formation of Christian leaders. dining facilities and residence halls, and, most recently the Campus Ministry Center adjacent to the Chapel of HISTORY OF THE COLLEGE the Holy Spirit. Assumption College was founded in 1904 by the Augustinians of the Assumption (the Assumptionists), ALUMNI ASSOCIATION a religious congregation founded in France in 1850. The Assumption College Alumni Association Initially, the students were sons of immigrants from includes more than 19,000 men and women who French Canada who had settled in New England. have graduated from the College, including graduate The College was originally located in the Greendale and Continuing and Career Education alumni. Of section of Worcester, Massachusetts. the 13,500 undergraduate alumni, approximately Through the years of the Great Depression and 50 percent have graduated since 1989. These men World War II, Assumption remained a small school and women are engaged in a variety of professional, dedicated to producing a Catholic elite to serve the technical, and service careers. The Alumni Association Franco-American population of New England. The plays an active role in the life of Assumption College. school was decimated by World War II, when virtually A growing percentage of alumni provide regular the entire college-level student body left for military financial support to the College. Programs specif- service. Fortunately, the numbers in the preparatory ically designed for alumni include regional clubs, fall school increased as dramatically as those in the college and winter homecomings, summer reunion activities, declined. all of which are excellent networking opportunities. After the war, the Assumptionists observed the Alumni also play an active role in identifying qualified gradual assimilation of French-speaking families into candidates for admission to the College, and assisting the English-speaking mainstream. In the early 1950s graduates in researching employment opportunities. they began admitting Franco-American students who knew no French, and all classes were taught in English. GRADUATE STUDIES A graduate studies program was instituted in 1952. Just Assumption College offers five graduate programs as this new era was getting under way, a tornado struck leading to a master’s degree: Business Administration, the Greendale campus on June 9, 1953, taking three Counseling Psychology, Rehabilitation Counseling, lives and causing extensive damage to buildings and School Counseling, and Special Education. grounds. The Master of Business Administration program’s The Assumptionists decided to turn this disaster primary goal is to provide students the opportunity into the long-awaited opportunity to separate the to develop the knowledge, skills, abilities and prep school from the College. The Greendale campus competencies which will provide a foundation for was restored as the home of Assumption Preparatory career growth and development in business, School, while the College carried on first in temporary government or other organizations. With principled quarters and then, in 1956, on the current Salisbury leadership as the key animating idea of the program, Street campus. The purchase of the property the curriculum emphasizes ethics and values in on Salisbury Street was made possible by way of a business. Optional concentrations are available for generous grant from the Kennedy Foundation. students and include Accounting, Finance, Marketing,

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Human Resources, and Nonprofit Leadership among courses during their senior year which may be applied others. The program offers a combined BA/MBA that toward the Master of Arts in School Counseling. enables qualified Assumption undergraduate accounting The Master of Arts in Special Education program majors to begin their graduate studies during their primarily prepares candidates for a career as teacher senior year. The Early Career Track MBA is an of students with mild to moderate disabilities. The innovative track offered for students with, or without program is a state-approved program leading to an undergraduate business degree. This fulltime, eligibility for Massachusetts Licensure as Teacher of one-year intensive program offers a unique Profes- Students with Mild to Moderate Disabilities (PreK–8 sional Practice concentration that focuses on multiple or 5–12). The competency-based program is founded dimensions of designing and launching a new profes- upon the principles of effective instruction and the sional’s career through various internship opportunities. philosophy of inclusive education. The courses that The premier graduate level counseling psychology comprise the program emphasize connections among program in the nation, specializing in Cognitive theory, research, and practice to build students’ Behavioral Therapy, the Master of Arts in Counseling awareness of how to maximize the development Psychology program prepares students for a career as of each child in a variety of settings. Accordingly, a mental health counselor. Optional concentrations the students in our program develop a repertoire of are available in Cognitive-Behavioral Therapies and instructional, diagnostic, consultative, and collab- Child and Family Interventions. Up to ten Graduate orative skills and strategies critical to the role. They Fellowships are offered annually to students who have also develop an understanding of the full continuum strong academic records. of services available to individuals with exception- The master’s degree in Rehabilitation Counseling alities. A fifth-year option is available for qualified is offered by the Institute for Human Services and Assumption undergraduate students to complete Rehabilitation Studies (HSRS) at Assumption College. requirements for both the Bachelor of Arts degree in The Master of Arts degree in Rehabilitation Counseling an area of the liberal arts and sciences and the Master can lead to a variety of careers in human services of Arts in Special Education. and allied health. The program prepares students to Seniors may enroll in graduate courses numbered provide professional rehabilitation counseling services 500 or above that are in their declared major and/or to veterans and individuals with special needs and minor fields. The student must have an overall GPA disabilities. Upon successful completion of the academic of 2.75, a GPA of 3.0 in the relevant major or minor, and clinical requirements, students are eligible to sit for and written permission of the sponsoring department the Certified Rehabilitation Counselor (CRC) exam. chairperson and the relevant Program Director. The M.A. program is offered on-campus and online. Graduate classes are offered in the Fall, Spring, and A Six-in-Five BA/MA in Rehabilitation Counseling Summer sessions. Further information and application program is available for qualified Assumption materials are available in the Graduate Studies Office in undergraduate students to begin taking graduate courses La Maison Francaise. Graduate program information can in their senior year and complete their Master of Arts also be found at www.assumption.edu/graduate. degree in their fifth year of study. The Master of Arts in School Counseling is CONTINUING AND CAREER EDUCATION designed to prepare students for a career as a school The Assumption College Continuing and Career guidance counselor. Assumption’s program meets the Education division offers degree and non-credit highest national and state standards and prepares programs geared to adult learners. Degree programs students to become professionals who are exemplary include the Associate and Bachelors of Science in leaders in public and private schools. Graduate Business Administration, (concentrations in students also have the opportunity to combine the Accounting, Human Resource Management, M.A. and C.A.G.S. in School Counseling which Management, Graphic and Multimedia Design, includes coursework and an Advanced Clinical Marketing, Project Management, and Designer), the Practicum leading to Initial License as a School Associate and Bachelor of Arts in Humanities (concen- Social Worker/Adjustment Counselor, All Levels. All trations in English, History, Literature, Philosophy, courses in the M.A. in School Counseling program Theology, and general Humanities), and the Associate leading to licensure as a school guidance counselor and Bachelor of Science in Social Sciences (concen- PreK–8, 5–12 meet the Subject Matter Knowledge trations in Criminal Justice, Economics, Psychology, (SMK) for the Social Worker/Adjustment Counselor Sociology, and general Social Sciences), and a Initial License (all levels). The program is approved Bachelors Degree in Human Services and Rehabili- by the Massachusetts Department of Elementary tation Studies. Students may also earn certificates and Secondary Education. The School Counseling in Accounting, Alcohol and Substance Abuse program offers qualified Assumption undergraduate Counseling, Communications, Criminal Justice, students the opportunity to enroll in two graduate Graphic Design and Multimedia, Human Resources

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Management, Management, Project Management, Armanet House (2001) provides space for Student Medical Assisting, and Paralegal Studies. Health Services as well as common space for Courses are offered in the fall, winter intersession, campus-wide use. Student Health Services has three spring, and two summer sessions. Courses offered rooms for exam and treatment, plus space for day in Continuing and Career Education give students treatment and observation. the flexibility to choose among online, classroom, or blended formats, and between accelerated and Tinsley Family Campus Ministry Center (2012) traditional schedules. is the new home of the many activities of Campus The Continuing and Career Education division also Ministry. The facility, adjacent to the Chapel of the conducts non-credit seminars in areas such as medical Holy Spirit, opened in January. The space has offices coding and billing, human resources management for staff, conference space, an interfaith prayer room, (SHRM), and an Online Pharmacy Technician Certifi- and kitchen facilities. cation Training Program for personal or professional development. It sponsors the Worcester Institute for Senior Chapel of the Holy Spirit (1968) is the spiritual Education (WISE), a member-directed learning center for center of the College. The Assumption community is senior citizens. Further information on these programs is welcome to pray at Mass and Morning and Evening available in the Continuing Education office in La Maison Prayer with the religious communities (Augustinians of Française, or online at www.assumption.edu/cce. the Assumption and Religious of the Assumption) who THE COLLEGE sponsor the College. Other opportunities for students LOCATION AND CAMPUS BUILDINGS and the Assumption family include participation in the Assumption College is situated on 185 acres in Liturgical Ministries of Lector, Eucharistic Minister, the West Side of Worcester. This location enables Altar Server, Greeter, and membership in the Chapel Assumption to offer the opportunities of a large city Choir. Under the direction of Campus Ministry, while providing the comfort of a secure neighborhood. students participate in retreats, mission opportunities, Assumption College’s facilities support students’ prayer and discussion groups, and numerous other academic, social, recreational, and spiritual needs. opportunities for spiritual growth. Some of our most prominent buildings are described on the following pages. Charlie’s (1983), the College’s casual retail dining facility, is located on the first floor of the Hagan Campus Admissions House (2008) The Assumption College Center. Charlie’s offers a social environment and a trendy Admissions House was built about 1912 as the home of Bistro/Café atmosphere, which extends to its outdoor Charles Persons and his family, renowned manufacturers patio. Charlie’s offers extensive hours and a variety of of bicycle saddles. In 1980, the house was acquired meal options including stir-fry, salad, and coffee bars. by Assumption College to be used as the home of its It is also a hotspot for live music and campus activities. president. Two Assumption presidents lived there, and The offices of Student Activities, Student Government in 2007, the college renovated the home to create an Association, the ReachOut Center, and the Multicultural appropriate space for the Admissions and Financial Center are located in Charlie’s. Aid offices. The project included renovation of the 9,000-square-foot Persons mansion and the construction Dipasquale Media Center (1977) houses Media of a 6,000-square-foot addition in a compatible style. Services, which provides audio-visual services to the The accompanying three-car brick garage was adapted campus community. The building has a television for use as a classroom and meeting space, and is now studio, which is utilized for classroom and student called the Carriage House. productions, and houses four Avid non-linear editing systems, including a High Definition system. Andrew Laska Gymnasium (1963) is the home of Television production students can sign out two Assumption’s intercollegiate basketball teams and the professional video field production kits that include volleyball team and is the location for key college JVC video cameras, Arri light kits, and Sennheiser functions. The facility was renovated in 2009 and the audio recording equipment. bleachers accommodate 1,500 spectators. On the lower level are offices for the athletics staff, showers, and Emmanuel d’Alzon Library (1988) is home to a locker rooms. Assumption’s Intercollegiate Athletic collection of more than 200,000 volumes, and Program emphasizes academic pursuits, while enhancing subscribes to about 1,150 periodicals. Full-text of the athletic skills and competitive instincts of all partic- more than 27,000 journals and 8,000 books is available ipants. In addition, intercollegiate athletics assist in the through the Library’s Web site. development of the personal characteristics of fairness, The library also houses videos, DVDs, audio cooperation, self-control, and good sportsmanship, and CDs, and microforms. Nearly 80 online databases of extend the students’ physical and social capacities. articles, images and other resources are offered through

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the Library’s Web site, as well as approximately 100 Hagan Campus Center (1983) is where students online dictionaries, encyclopedias and other reference conduct many of their daily activities. The College’s resources. The College’s participation in local, regional, Post Office, personal mailboxes, and package pick-up and national library networks provides access to and delivery are located on the first floor. The College additional resources through interlibrary loan. The Bookstore where students can purchase books, school library, which is fully accessible, provides seating for supplies, daily convenience items, and Assumption 350 readers in a variety of arrangements conducive apparel is located on the second floor. The Hagan to study, research, or relaxation, and includes three Campus Center also includes offices for Campus Ministry, group-study rooms. Computer workstations and laptops Multicultural Affairs, Student Activities and Student with standard software and Internet access are available. Affairs, as well as for student organizations such as Reference librarians provide assistance in finding and Campus Activities Board (CAB), Le Provocateur newspaper, using library resources at the Reference Desk, by phone, the Heights yearbook, Reach Out Center, and the IM and e-mail. Students can schedule research consul- Student Government Association. The Hagan Campus tations for more extensive research help. The library Center Hall, where various conferences, meetings and hosts the d’Alzon Arts Series (art exhibitions and poetry events are held, is located on the second floor. readings), as well as a variety of lectures. The Academic Support Center, the Assumption College Archives, and Kennedy Memorial Hall (1956) is named in memory the French Institute are also located here. of Lt. Joseph P. Kennedy Jr., Navy pilot killed in action in WWII, and brother of President John F. Kennedy. Emmanuel House (1985) is home to the Assump- It holds two recently remodeled, technologically tionist Community. Located next to the Chapel of the sophisticated auditoriums: the George I. Alden Trust Holy Spirit, the house is designed for ten residents Auditorium, and the Assumption Prep Auditorium, and two guests. There the Assumptionists live in the primary classroom for the Worcester Institute for community, along with candidates at various levels of Senior Education (W.I.S.E.) programs. It also houses the discernment to religious life. Honors Program suite, Campus Police, Copy Center, music practice room, faculty offices, and classrooms. Founders Hall (1963) was originally designed as a residence hall. In 1988, it was converted to the primary La Maison Française (1956) marked by a statue of faculty office building. Currently, 100 faculty have their Our Lady of the Assumption at its entrance, La Maison offices in Founders, and it is the home for nine academic is centrally located above the College’s duck pond and is departments. It was renovated in the summer of 2008. the first building seen on campus. It houses the President’s and Provost’s Offices, the Center for Continuing and Fuller Information Technology Center (2002) houses Career Education, The Office of Graduate Studies, three public access labs and several technology-rich offices and classrooms. The multi-purpose Salle Saint classrooms, as well as IT staff dedicated to serving Jean-Baptiste Auditorium is used for small theatre the Assumption community. The Center has more productions, meetings, symposiums, lectures, and dinners. than 170 computers, flatbed and slide scanners, laser printers, and color printers for graphic design and Living/Learning Center (1998) is a residence hall digital photography. Primary software applications with a particular mission. It is designed to foster include MS-Office (Word, Excel, PowerPoint), Internet intellectual discourse among faculty and students: Explorer, InDesign, Photoshop, Dreamweaver, Flash students choose a specific interest circle and work with and SPSS. More than 20 workstations are configured a faculty mentor who facilitates weekly discussions for video editing in Final Cut Pro or Avid, and several pertaining to that theme. The student learning are configured for podcast production and editing. outcomes associated with this program include The Hub, Assumption’s IT helpdesk, assists students developing critical thinking and speaking skills, global and faculty with technology-related issues. The Data awareness, and a strong sense of community. Center (basement level) houses the college’s servers and the core of the College network. The network Multi-Sport Stadium (2005) supports six varsity supports 1,000 network devices and more than athletic teams (field hockey, football, men’s and 5,000 student and office computers connected via women’s lacrosse, and men’s and women’s soccer) and Ethernet or wireless. Wireless access to the Internet an outdoor intramural sports program with a synthetic and the Assumption network is available in all campus turf field. It also features lights for evening games buildings and residence halls. The campus also has a and practices, elevated grandstand seating for 1,200 high-performance connection to Internet2s research spectators, a press box, and a president’s box. and educational network. Additional computer labs and or computer classrooms are found in most of the Plourde Recreation Center (1992) provides extensive academic buildings on campus. recreational facilities for the Assumption College

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community. The 69,000-square-foot complex is the Student Development and Counseling Center largest building on campus and features a six-lane (1993) provides a number of counseling services swimming pool, a jogging/walking track, three full-size for full-time undergraduate Assumptions students. multipurpose courts with individual scoreboards, two The SDCC staff helps students make the most of racquetball courts with a viewing area, a mirrored their college years. Career, personal, and alcohol and aerobic/dance studio, a fitness center with cardio- drug counseling are all available in either individual vascular machines and free weights, lounges, and locker or group sessions. Students are counseled in a safe rooms with saunas. The popular intramural program and comfortable atmosphere where their privacy has 10 sports including basketball, flag football, ice is ensured. Outreach programs are held in classes, hockey, floor hockey, racquetball, soccer, softball, co-ed residence halls, and other central campus locations. volleyball, and wiffleball. Approximately 50 percent of students participate in the intramural program, ACADEMIC REGULATIONS competing against student teams as well as faculty/ staff teams. The Club Sports program is designed to CATALOG POLICIES serve individual student interests in various sports Students are expected to inform themselves regarding all and program activities. The active club sports are: academic policies by referring to the catalog, consulting cheerleading, dance, ultimate frisbee, outdoors club, with their academic advisors, and making use of other volleyball (men’s and women’s), and equestrian. Other resources such as the academic advising website. programs include first aid, yoga, aerobics, spinning, The Catalog is not an irrevocable contract. lifeguard training and massage therapy. Regulations published in it are subject to change by the College at any time without notice. College Residence Halls provide quality housing options to regulations are policy statements to guide students, the College’s undergraduate students, approximately faculty and administrative officers in achieving the ninety percent of whom reside on campus. While most goals of the institution. The appropriate authorities first year students are typically assigned “traditional” with the interest of the students and the institution two, three or four person dormitory rooms, upper class in mind will make necessary interpretations of these students have a variety of options including doubles, policies. Students are encouraged to consult an advisor triples, quads and suites, as well as four and five or or the Dean of Studies if they have questions about the six person apartments. Hanrahan Hall serves as the application of any policy. Honors students’ residence hall, Nault Hall for students Each new edition of the Catalog becomes effective wishing to be in a substance-free hall. Since 1998, the at the opening of the fall semester following its College has built four new, air-conditioned residence publication. To receive a degree, an undergraduate halls: Living Learning Center, Plough, South and West. student must complete satisfactorily all requirements described in the Catalog in effect at the time of the REGULATIONS ACADEMIC Richard and Janet Testa Science Center (2003) first enrollment as a degree student at the College or provides students with an exceptional environment for all requirements described in the Catalog in effect at scientific research and laboratory work. The Center the time of graduation. Any student who changes from houses the Department of Natural Sciences, which one major or minor to another must meet requirements includes the disciplines of biology, chemistry, environ- of the new major or minor in effect at the time of the mental science, and physics. The three-floor Center change. Any student who leaves the College or changes features a 60 seat auditorium, four state-of-the-art to another major or minor for a period of one calendar classrooms, ten teaching laboratories, seven labora- year or longer and then returns to the College or to tories dedicated to faculty and student research, two the original major or minor will be required to meet conference rooms, and a greenhouse. Additionally, the requirements in effect at the time of return. students enjoy bright and inviting study and lounge Exceptions to these policies may be necessitated areas located throughout the building, and the Center’s by changes in course offerings, degree programs, or by South Atrium offers a sound system for lectures, action of authorities higher than the College. In that receptions, and other special events, making it valuable event, every effort will be made to avoid penalizing for campus-wide use. Student-faculty research is the student. thriving in Assumption’s newest academic building. DEGREE REQUIREMENTS Taylor Dining Hall (1956) serves as the primary A student in good standing who satisfactorily meets resident dining facility on campus. It is served by the following requirements is awarded a Bachelor of Sodexo, which caters to the entire Assumption Arts degree: Community by offering an extensive assortment of • A minimum of 120 semester hours of college menu choices. It also houses meeting facilities including credit, with a minimum of 38 semester courses. the Marriott Room and the Presidential Dining Room. No course of fewer than three credits may count

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toward the 38 courses required for graduation. disciplines to wider human concerns to show how No more than 10 courses may carry grades of each contributes to the common human endeavor to D+, D, and D-. Any course with a D+, D, or D- understand and to improve the world. In this way, beyond the tenth one will not count as a course the Core Curriculum encourages and enables students or for credit, but the grade will be reflected in the to form themselves into thoughtful and responsible GPA. A maximum of four courses taken during the persons and involved citizens. academic year or during the summer at another accredited institution or through Assumption’s • Writing Division of Continuing Education may be used Effective writing is highly valued throughout the to satisfy degree requirements after a student has curriculum; two elements of the Core are more enrolled in the Undergraduate Day College. The particularly devoted to the cultivation of it. All 120 hours required for graduation shall include no students are required to pass ENG130 English more than nine semester hours of practicum and Composition as a first step to stronger written internship, unless required by the major or special communication. Later in their studies, all students program sponsored by the College. must pass a Writing Emphasis (WE) course in a • Fulfillment of all Core and major requirements; subject of their own choosing, preferably in their • A Grade Point Average (GPA) of at least 2.0 both major field of study. Successful completion of ENG cumulatively and in the student’s major course of 130 is a prerequisite for enrollment in any WE course. study; • Students are expected to fulfill Core and major The WE attribution is associated with courses requirements in residence, with the exception of through approval of the Writing Emphasis credits granted at the time of matriculation or Committee. It is an attribute attached to a depart- through special programs. A maximum of two mental offering, and such attributions change courses may be taken outside the undergraduate semester by semester. For instance, a history day college to satisfy Core requirements. These course may be taught in a Writing Emphasis are subject to departmental approval, certifying format one semester, but not the next. equivalence by the department chair to a Core requirement offered in the undergraduate college. Writing Emphasis courses understand writing as a • At least one half of all courses must be taken in process, and are characterized by free-writing as a the undergraduate day college during the fall and/ means to help students articulate their basic reactions or spring semester or through the Colleges of to texts and topics, thoughtful attention to the use of Worcester Consortium. sources and proper forms of citation, and drafting. The ultimate responsibility for fulfilling In all WE courses, at least one paper must be signifi- graduation requirements rests with the individual cantly revised. The typical Writing Emphasis course student. In consultation with his/her academic advisor involves 20–25 pages of formal writing. at each registration period, each student should review his/her course work to ensure that all requirements for • Philosophy the degree are being met, particularly in the areas of All students are required to pass PHI 100 the Core curriculum and the major. Introduction to Philosophy and one additional course from among the following: THE CURRICULUM PHI 200 Philosophy of Nature The undergraduate curriculum is composed of three PHI 201 Philosophical Psychology kinds of course: courses in the Core Curriculum, PHI 202 Ethics courses in the Major, and elective courses, sometimes PHI 204 God and the Philosophers called “free electives,” to distinguish them from “major PHI 205 Foundations: Philosophy & Religion I electives,” meaning major courses selected from a PHI 206 Foundations: Philosophy & Religion II range of options approved by the department. PHI 227 Living Lives That Matter

COURSES IN THE CORE • Theology The College’s Core Curriculum is the foundation for its All students are required to pass THE 100 The Catholic liberal arts education. It introduces students to Bible and one course from among the following: the richly diverse ways in which truth is pursued and THE 201 The Problem of God achieved. Offering a wide range of choice, the Core THE 202 Moral Theology Curriculum ensures that all students actively participate THE 203 The Early Church in the inquiry of many disciplines. This breadth helps THE 204 Catholicism Today students develop writing, problem-solving, reading, THE 205 Foundations: Philosophy and and quantitative skills. Core courses connect particular Religion I

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THE 206 Foundations: Philosophy and ARH 224 Baroque to 19th-Century Art Religion II ARH 231 Islamic Art and Architecture THE 207 Christ, Yesterday and Today ARH 232 African Art and Architecture THE 220 Approaches in Theology MUS 101 Fundamentals of Music and Musicianship • Literature MUS 120 Introduction to the Study of Music All students are required to pass one of the MUS 122 History of Music I following Introduction to Literature courses: MUS 124 History of Music II LTC 140 (Classical); LTC 140 (Comparative MUS 125 World Music Literature); LTE 140 (English); FRE 140 (French); MUS 193 Chorale (if taken for three semesters) ITA 140 (Italian); or SPA 140 (Spanish). MUS 195 Band (if taken for three semesters) MUS 196 Jazz Ensemble (if taken for three • History semesters) All students are required to pass one course selected MUS 197 String Camerata (if taken for three from one of the following two-course sequences: semesters) HIS 114–115 The West and the World I and II MUS 229 Music and Worship HIS 116–117 History of Western Civilization MUS 233 Music in the United States I and II THA 286 Theatre Experience THA 387 Acting • Humanities Depth All students must pass one additional course in • Mathematics, Natural Science, and Foreign two of the following four areas: Language 1. Philosophy or Theology: one additional course All students must pass a total of three courses to in either discipline fulfill this requirement: two courses in one area, 2. Literature: one course in literature from the and one course in another. In the area where the following areas: student chooses only one course, only option A Comparative Literature taught in English (CLT), can be used to fulfill the requirement. other than LTE 140; French, Italian, or Spanish 1. Mathematics Literature taught in the native language (FRE, A. One course at the level of Mathematics ITA, SPA), other than 140; Greek or Latin 114 or higher Literature with readings in the original language B. Second course in Mathematics numbered (GRE, LAT); or English Literature (ENG). Any above the first, or Statistics (PSY265, literature courses numbered ENG 221–295 ECO115, SOC300) or any course in or ENG 320–395 may be taken to satisfy this Computer Science REGULATIONS ACADEMIC second Literature requirement. Students wishing 2. Natural Science to take 400-level Literature courses must seek the A. One Natural Science course with a permission of instructor. laboratory 3. History: the other half of the two-course B. Second course in Natural Science with sequence in History taken to satisfy the History or without a laboratory; or Anthropology requirement listed above. 130, Geography 100, 101, or 103; or Psychology 351 • Art, Music, and Theatre Arts 3. Foreign Language All students are required to pass one course in Art, A. One course in Foreign Language at level III Music, or Theatre Arts from among the following: or above ART 101 Drawing I B. If two courses in Foreign Language are ART 106 Sculpture I: Introduction to 3-D taken to fulfill this requirement, one of the Design two can be at the level II. ART 111 Painting I ARD 115 Graphic Design I • Social Sciences ARH 121 Introduction to the Study of Art All students are required to pass three courses selected ARH 122 History of Western Art I from three different disciplines on the following list. ARH 123 History of Western Art II Only the courses within each list can fulfill the social ARH 130 Introduction to Architecture science requirement from that discipline: ARH 150 Foundations: Art and Politics I ARH 151 Foundations: Art and Politics II Anthropology ARH 221 Ancient Art ANT 131 Cultural Anthropology ARH 223 Renaissance Art and Architecture ANT 132 Introduction to Archaeology

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Economics takes its responsibility to introduce students to their ECO 110 Principles of Microeconomics intellectual, cultural, and spiritual heritage. It is understood that these are all college-level courses both Education in terms of the content and the pedagogy, and that EDU 201 Schools in American Society they provide an experience that is unlike what most students receive at the high school level. With this Geography in mind, we do not expect that it is in the interest of GEO Any Geography course most students to request an exemption from the Core requirements. However, we do not feel that students who Human Services and Rehabilitation Studies can demonstrate that they have indeed reached a certain HRS 119 Introduction to Human Services level of proficiency in a discipline should be required to and Rehabilitation Studies repeat the material for the sake of meeting a requirement. HRS 121 Psychological, Social, and Requests for exemptions can be dealt with on Developmental Aspects of an individual basis, most likely by means of a test Disability administered by the department that measures the student’s mastery of the content of the course for Latin American Studies which the student is seeking an exemption. LAS 200 Introduction to Latin American Studies MAJOR PROGRAMS OF STUDY The purpose of the major is to allow a student to develop Linguistics greater depth and competence in his/her field of interest. LIN 101 Introduction to Linguistics A departmental major must require at least LIN 221 Sociolinguistics nine courses. Further, there is a limitation on how many courses in a single discipline will be permitted. Political Science Courses over and above 14 in a discipline will not First-year students and Sophomores: count as courses and credits toward graduation, POL 110 Political Issues: The Quest for but grades will be included in the cumulative GPA. Justice Students are expected officially to declare a major by POL 150 Foundations: Art and Politics I means of a signed form submitted to the registrar, by POL 151 Foundations: Art and Politics II early in the spring semester of the sophomore year. POL 201 American Government Juniors remaining undeclared in the fall semester will POL 203 Modern States be barred from registering for spring courses. POL 205 Political Philosophy POL 207 Peace and War Double Majors Juniors and Seniors: Any Political Science course To take on two fields of mastery is an ambitious goal, but can yield excellent preparation in related Psychology pairings such as English and history, for those planning PSY 101 General Psychology to teach literature, or International Business and a PSY 190 Psychology of Development: language, for those planning to conduct business Infancy and Childhood abroad. However, a double major requires careful PSY 210 Social Psychology planning. Those considering a double major might ask themselves these questions: Sociology • What is the value of the second major, and how SOC 121 Principles of Sociology does it link to the first? SOC 122 Social Problems • Would a minor field of study serve my needs? • Am I prepared to give up free electives in order to Interdisciplinary complete a double major? WMS /CLT/HIS/ • Am I certain I would have time to complete a second PSY/SOC 285 Women’s Studies: Images major? Have I consulted my academic advisor? ANT/HIS 254 The North American Indian • Applications to apply for a double major are ANT/HIS 255 From Contact to Casinos: available from in the registrar’s office, or the office Interactions with Indians in of the Dean of Undergraduate Studies. North America Double-Counting Core Exemption Policy In order to assure that the integrity of majors and The Core Curriculum is more than a set of required minors is maintained, while allowing for a degree of courses; it is a measure of how seriously the College flexibility for the student, the following is the policy

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for double-counting courses for minor and major Spanish with Concentration in Hispanic Culture and programs and double major programs: Civilization • No double counting is permitted within the Studio Art general education requirements. Theology • For a minor program, a minimum of three courses must be taken beyond the student’s major SPECIAL MAJORS requirements. An individually-designed major course of study • For a second major program, a minimum of six may be arranged by applying for a special major. courses must be taken beyond the student’s first major. Interested students should meet with the Dean of Undergraduate Studies to discuss what they wish to THE BACHELOR OF ARTS DEGREE do and why. A form outlining the proposed course of IS GRANTED IN THE FOLLOWING study must be completed by the student and approved PROGRAMS: by the relevant Department chair and the Dean of Accounting Undergraduate Studies. These plans must be made no Art History later than the end of the junior year. Biology Biology with a Concentration in Neuroscience and MINOR PROGRAMS OF STUDY Behavior A minor may be earned in most academic disciplines, Biotechnology and Molecular Biology although a student is not obliged to select a minor Chemistry program. A minor shall consist of at least 18 credits Classics in a program of studies planned in consultation with a Computer Science departmental advisor. Special minor programs of study Economics are available. See the procedure for Special Majors Economics with Business Concentration above. Minor programs are available in most majors, Economics with International Concentration as well as in Anthropology, Art History, Community Education Concentration (accompanying an Service Learning, Comparative Literature, English appropriate major) Writing, Environmental Studies, Finance, Foundations English of the West, French Studies, Geography, German English with Concentration in Writing and Studies, Law and Economics, Medieval and Early Mass Communications Modern Studies, Music, Peace Studies, Physics, Studio Environmental Science Art, Theatre and Television Arts, U.S. Issues and Environmental Science with a Concentration in Policy, and Women’s Studies. Minors are not available Environmental Policy in Global Studies or Organizational Communication. Foreign Languages REGULATIONS ACADEMIC French ELECTIVES French with Concentration in Francophone Culture Electives, perhaps better than any other element in and Civilization the curriculum, exemplify the liberal arts ideal of Global Studies study undertaken freely, for the enrichment of the Graphic Design human mind. These are courses “elected” or chosen History by a student purely to explore fields of interest and Human Services and Rehabilitation Studies enrichment, and independent of any requirement. International Business Electives count towards the 120 required for Italian Studies completion of the degree. Students may use electives Latin American Studies to strengthen their majors and/or minors with Management coursework in different but related areas. Students who Marketing elect courses with certain prerequisites may meet them Mathematics either by taking stipulated introductory courses or by Music satisfying the department concerned that they possess Organizational Communication the foundational knowledge needed to succeed in the Philosophy course. Political Science Psychology Matriculation Status Psychology with a Concentration in Brain, Behavior, A full-time, matriculating student is a candidate for a and Cognition Bachelor of Arts degree who carries at least 12 credits Sociology per semester. Normally, a full-time, matriculating Sociology with Concentration in Criminology student carries no more than five courses or 15 credits Spanish per semester and is expected to complete the degree

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requirements within four academic years. Any the beginning of each semester. Full payment of all tuition exception must be authorized in writing by the Office and fees is required before a registration is considered to of the Registrar. A full-time, matriculating student is be complete. A student not enrolled in a degree program charged the fixed tuition rate. must consult with the Registrar prior to registering. A part-time, matriculating student is a candidate for a Bachelor of Arts degree who carries fewer than COURSE LOAD 12 credits per semester and/or whose program of The expected course load for a full-time undergraduate studies is planned and designed to carry over more student is five courses, which equals 15 credits or than four academic years. A part-time, matriculating more. Students should be aware that withdrawing from student is subject to the same academic regulations and a course or registering for fewer than 15 credits will degree requirements as a full-time degree candidate. In necessitate summer, intersession, or additional fall/ addition, part time students must maintain an acceptable spring courses in order to graduate with one’s class, degree of academic progress and continuity of studies, which adds to the overall cost of a completed degree. and are not eligible for the Dean’s List. A part-time, Most courses meet for 150 minutes per week. They matriculating student is charged at a per-credit rate, meet either three times a week for 50-minute sessions plus additional fees as determined by the College. A or twice a week for 75-minute sessions. full-time, matriculating student may become a part-time degree candidate with the written authorization of the COURSE OVERLOAD Office of the Registrar, renewed each semester. Students in good standing may carry a sixth 3 or 4-credit course for the semester. Students on the Dean’s List are Non-Matriculation Status permitted a sixth course for the semester following the A non-matriculating student is one who is not Dean’s Listing, excluding the summer and intersession, a candidate for a degree. The number of courses or at no additional cost. Upon request of the Dean of credits taken per semester does not affect this status. Undergraduate Studies, students who study abroad in A non-matriculating student is subject to the same the semester subsequent to their Dean’s Listing, may academic regulations and discipline as a degree request a free sixth course for the return semester, only. candidate. However, he/she is given no class rank and Students are responsible for any special, non-tuition fees is not eligible for academic honors. A non-matriculating associated with a Dean’s List free course. Students not on student is charged at a per-credit rate, plus additional the Dean’s List will be billed per credit after the normal fees as determined by the College. A non-­matriculating load of 15 credits. These students should consult with the student may request to become a full-time or student accounts office before adding a sixth course. All part-time degree candidate by making application at students requesting more than six courses will be required the Admissions Office. The usual policy is to permit to obtain permission from the Dean of Undergraduate a maximum of 12 credits to be transferred from the Studies. The regulations currently in effect restricting non-matriculated status to the matriculated status. students with academic difficulty from taking more than the normal course load will in no way be altered. ACADEMIC ADVISING The College has a long-standing academic advising COURSE ADJUSTMENT system for its students. At Assumption College, only After course registration, students may adjust their full-time faculty serve as academic advisors. Advisors are course selection using add/drop in the first week of available to assist in course selection, to discuss possible classes. After that point, the only way to change one’s majors, to consult when the student is experiencing schedule is by withdrawal from a course, permitted difficulties with his or her program of studies, and to through the 12th week of classes. A student may help the student to take full advantage of the academic withdraw from a course by completing the course opportunities offered by the college experience. In the withdrawal form available in the Registrar’s office. first year, each student is assigned a faculty advisor. The specific date for withdrawal is published in After that, students may opt to select another advisor, the Academic Calendar. After that date, a student perhaps at the point of choosing a major. The advising can only withdraw with permission of the Dean of program is administered by the Dean of Undergraduate Undergraduate Studies. Students are not permitted to Studies. The college maintains membership in the withdraw from more than one course if this changes National Academic Advising Association (NACADA), their status to that of a part-time student, carrying and regularly updates an advising website. three or fewer courses. Students should be aware that withdrawing from a course or registering for fewer REGISTRATION FOR COURSES than 15 credits will necessitate summer, intersession, Students register in March/April for the following fall or additional fall/spring courses in order to graduate semester and in November for the following spring with one’s class, which adds to the overall cost of a semester. Confirmed course schedules are available prior to completed degree.

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AUDITING or minor field. Undergraduate students who enroll To register as an auditor in a course, a student must in graduate courses must have an overall grade point obtain the written permission of the course instructor average of 2.75, a grade point average of 3.00 in the and the Registrar and pay the regular tuition charge. An relevant major or minor, and have written permission auditor attends the class but does not receive a grade or from the relevant Chairperson and the Interim Dean of credit. Subsequent to the change of course deadline, the Graduate Studies. status of auditor cannot be officially recorded without special authorization from the Registrar. ATTENDANCE REGULATIONS Classes and laboratories are an integral part of a TRANSFER CREDIT course. Hence, students are expected to be prompt To transfer courses and credits taken at another and regular in their attendance at all classes and institution the student must earn a grade of C or laboratories, to prepare assignments with care, to better. It is the student’s responsibility to arrange to turn in reports and papers on schedule, and to take an have an official transcript sent to the Office of the active part in class discussions. Only by fulfilling their Registrar at Assumption College. Grades taken at these obligations as students can they gain the full benefit institutions are not included in the calculation of the of their educational opportunities. All students must student’s grade point average. Once the student has attend class whenever an announced test, quiz, oral enrolled in the undergraduate day college, a maximum or written examination is given and whenever a report of four courses taken at another accredited institution, or paper is due. Instructors should state in writing any or through Assumption’s Division of Continuing specific attendance requirements for their courses. It is and Career Education may be used to satisfy degree the responsibility of the student to be fully informed requirements. While the college expects that all general of class assignments, special activities, examinations of education courses will be taken at the college, two of all types, and to meet the requirements of the course. the four permitted transfer courses can, with department Students who have been absent from class for approval, be counted in the general education more than one full week for medically documentable requirements. Transfer courses are not approved to reasons or for other very serious life occurrence, count as Writing Emphasis or Capstone courses. should notify the Office of the Dean of Undergraduate The College will approve the taking of certain Studies at (508) 767-7486. The Dean’s Office notifies courses off-campus or through the Continuing and faculty members of the documented absence, but Career Education Division to be credited toward the does not excuse the student from meeting course major, if the course is not regularly offered in the requirements set by the instructor. For absences undergraduate day college and provided the course (and of one week’s duration or less, the student should the college at which it is taken) is approved by both the contact instructors directly. A student who is absent Department Chair and the Office of the Registrar. from a final examination because of serious illness or REGULATIONS ACADEMIC emergency may request a make-up examination. Such Continuing and Career Education Credit a request must be presented in a timely fashion to A student who wishes to take a course in Assumption’s the Dean of Undergraduate Studies. Serious illness or Continuing and Career Education during the regular emergency are the only acceptable excuses for missing academic year, intersession, or during the summer an examination. Any exception to this rule must be must present a course description and particulars to authorized by the Dean after consultation with the the Chairperson of the relevant Department and the student’s professor. Office of the Registrar for authorization. This must be done prior to registering for the course. During Semester Examinations—To evaluate intellectual any six-week summer session, a student is ordinarily progress and mastery of knowledge and skills, the authorized to earn credit for no more than two courses College requires students in all courses to fulfill the (i.e., not more than six semester hours). final requirement by taking an examination (written or All grades received through Assumption’s oral), or writing a paper, or completing a project. This Continuing Education Division by a matriculating concluding exercise must be completed during the undergraduate student are automatically included in the end-of-semester examination period. student’s transcript and are included in the calculation of the student’s grade point average. All other transfer CREDIT BY EXAMINATION credit is applied without the grade point average. Assumption College participates in the following: 1. Advanced Placement Program—students can UNDERGRADUATE REGISTRATION IN earn credits and course equivalents for Advanced GRADUATE COURSES Placement (AP) exams. (See below.) Minimum Seniors may enroll in a graduate course numbered scores are determined by individual academic 500 and above if the course is in their declared major departments. Scores below three do not earn credit

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ADVANCED PLACEMENT CREDIT

AP EXAM SCORE COURSE CREDIT Art History 4 ARH 122 & ART 123

Studio Art 4 & portfolio review ART 101 & elective

Music Theory 4 MUS 201

Statistics 4 ECO 115

Micro Economics 4 ECO 110

Macro Economics 4 ECO 111

Language & Comp 4 ENG 130 & elective

Literature & Comp 4 ENG 130 & LTE 140

Language 3 103A & 104A

Literature 3 104A & 120

Language 4 or 5 104A & 120

Literature 4 or 5 120 & 140

Human Geography 4 GEO elective (social science)

U.S. History 4 6 credits: elective

European History 4 HIS 116 & HIS 117

World History 4 HIS 114 & HIS 115

Calculus 3 MAT 117 & 118

Calculus 4 MAT 131 & 132

Environmental Science 4 4 credits: ENV 150

Biology 4 4 credits: BIO 160

Chemistry 4 8 credits: CHE 131 & 132

Physics B or C 4 8 credits: PHY 201

Gov’t & Politics: Comparative 4 POL 203

Gov’t & Politics: American 4 POL 201

Psychology 3 3 elective credits

Psychology 4 PSY 101

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in any discipline. The Registrar receives AP scores for Dean of Undergraduate Studies. Students are expected incoming first year students in July; to take an active role in encouraging other members 2. Department of Defense—the College will award to respect this standard. When students are unclear three credits to the student who earns the score as to whether the standards of academic honesty are recommended in the subject examinations of USAFI/ being upheld, they are responsible for seeking clarifi- DANTES. Credit will only be given to examinations in cation from a faculty member or administrator. Should disciplines appropriate to a liberal arts institution; a student have evidence of a violation of academic 3. International Baccalaureate Exam—the College will honesty, he/she should make the evidence known to a evaluate for transfer credit Higher Level exams earning member of the faculty or administration. scores of 5, 6, or 7. • Cheating—Using or attempting to use unauthorized materials, information, notes, study aids or other ACADEMIC HONESTY POLICY devices in any academic exercise. This definition Academic honesty is essential to the existence and includes unauthorized communication of growth of an academic community. Without high information during an academic exercise. standards of honesty, the College’s mission to educate • Plagiarism—Presenting the work of another as students in the Christian liberal arts tradition and to one’s own (i.e., without proper acknowledgment of promote Christian living cannot be accomplished. the source). The sole exception to the requirement Although maintaining the standard of honesty is of acknowledging sources is when the ideas, primarily the responsibility of the faculty, this respon- information, etc., are common knowledge. sibility is shared by all members of the academic • Abuse of Academic Materials—Destroying, community. stealing, or making inaccessible library or other As teachers, faculty members are responsible for academic resource material. initiating students into the activity of learning. To • Complicity in Academic Dishonesty—Helping assess this learning, they need to evaluate student or attempting to help another to commit an act of work. To carry out this office, faculty members academic dishonesty. must try to ensure that student work submitted for • Fabrication and Falsification—Alteration or academic credit is the result of the student’s own invention of any information or citation in an effort and conforms to established standards of academic exercise. Falsification is a matter of academic honesty. Therefore, academic evaluation altering information, while fabrication is a matter includes a judgement that the student’s work is of inventing or counterfeiting information to use free from dishonesty of any type, and course in any academic exercise. grades should be and shall be adversely affected by • Multiple Submission—The submission of academic dishonesty. The College views collabo- substantial portions of the same academic work ration and sharing information as valuable charac- (including oral reports) for credit more than once REGULATIONS ACADEMIC teristics of academic communities, and faculty without authorization. members are responsible for clarifying to students Collaboration in any assignment requires prior the expectations and boundaries about collabo- faculty approval. rations and information sharing in their courses and The College’s commitment to maintaining and their academic disciplines. It is the duty of faculty encouraging a high degree of honesty is demonstrated members to take measures to preserve and transmit in many ways. One manifestation is the policies and the virtues of the academic community, both through procedures governing student violations of academic example in their own academic pursuits and the honesty. Specific definitions, penalties, and procedures learning environment they create for their students. for dealing with violations of the code of student To this end, they are expected to encourage in their academic honesty can be found in the Assumption students a desire to behave honestly. They also must College Student Academic Honesty booklet. Copies take measures to discourage student dishonesty. To of this publication may be found in the Offices of meet their obligations, when academic dishonesty is the Dean of Undergraduate Studies, Student Affairs, suspected, faculty members must follow the policies the Library, the Academic Support Center, and the and procedures stated in the Assumption College Assumption College website. Student Academic Honesty Policy. Students are also members of the community of GRADING SYSTEM learners. In order to carry out this activity, they cannot Course grades are recorded on the student’s permanent violate the standard of honesty through cheating, record at the end of each semester. Course grades are fabrication, plagiarism, or abuse of academic materials. issued to the student at the end of each semester. In Students are responsible for reading and understanding addition, the student may request a progress report that policy. Specific questions about the policy should from the instructor in each of his/her courses prior to be directed to a faculty member or to the Office of the the last day for withdrawal in each semester.

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Letter grades, which may be modified by plus PASS/NO CREDIT OPTION or minus symbols, indicate the level of performance In order to allow students the opportunity to explore in a course as follows: A (Excellent), B (Good), courses which they might otherwise be hesitant C (Average), D (Poor); a grade of F indicates that a to take, the College allows for a Pass/No Credit student has failed the course. Only grades for courses option. Under this option, the student receives a taken at Assumption College (including courses taken grade of P (Pass) for performance at the level of in Assumption’s Continuing and Career Education C- or higher and NC (No Credit) for performance Program) and at Consortium campus institutions at an unsatisfactory level (i.e., below C-). Neither through cross-registration are included in the grade will include quality points calculated into the calculation of GPAs for transcript purposes. Following student’s overall GPA. This option is available to is a numerical conversion of letter grades: A (4.0); all second-, third-, and fourth-year students who A- (3.7); B+ (3.3); B (3.0); B- (2.7); C+ (2.3); C (2.0); have an overall GPA of 2.0 at the time the option is C- (1.7); D+ (1.3); D (1.0); D- (.7); F (0). requested. Transfer students must have completed at least one semester at Assumption before being Incomplete eligible. Qualified students must request this option An Incomplete (I) is approved when a student, by filling out a Pass/No Credit Option Form in the because of illness or serious emergency at the end Registrar’s Office up to the last day for withdrawing of the semester, has not been able to complete the from a course. Once the form has been submitted to requirements of his/her course by the grade deadline. the Registrar’s Office, the P/NC option is final. The Incompletes must be approved by the Dean of student will not receive a letter grade in the course Undergraduate Studies, in consultation with the on his or her grade report or transcript. This option instructor of record. Faculty overseeing incompletes may only be used for elective courses and may not be must submit a Change of Grade form before the end used for any courses taken to satisfy either Core or of the sixth week of the following semester, or the Major requirements. Only two courses may be taken Incomplete is changed to an F. Any exception to this for Pass/No Credit, and only one may be taken in any policy must have the prior approval of the Dean of given semester. Undergraduate Studies. CHANGE OF GRADE Withdrawal from a Course All grade changes in the Undergraduate College must Withdraw (W), is posted and becomes the final grade be made before the end of the sixth week of the when a student withdraws from a course prior to following semester. Students requesting a change the Withdrawal deadline as posted on the academic of grade do so by petitioning the faculty member calendar. Withdrawing from a course may create a in writing, stating the reason for the request. If the course and credit shortage. The student will have faculty member agrees, he/she submits the change to complete additional course work to eliminate of grade form, with a clear indication of the reason this shortage and graduate on schedule. A W grade for the change, to the Dean of Undergraduate is processed only when the student submits to the Studies for approval or denial. Grade changes are Registrar a course withdrawal form with all required approved only in the case of mathematical error in signatures, including that of the instructor of record. the computation of a grade, or unavoidable accident Not attending class does not constitute a withdrawal. or error. All requests for change of grade based on work turned in after the last day of the semester will Replacing a Course be denied. When an F or any other low grade is earned by a student, the student may compensate for this either by ACADEMIC STANDING repeating the course, if it is a specific requirement, or Good academic standing means making steady by taking a course which satisfies the same requirement. progress towards the degree, and achieving at least a The low grade then appears on the student’s transcript 2.0 each semester, towards the ultimate goal of a 2.00 with no hours attempted or earned and is removed from in the cumulative and major gpas, which are required the semester and cumulative grade point average after for graduation. If a student fails to achieve a 2.0 grade the course has been replaced. Students must request point average in any given semester, he or she will be course replacements from the Registrar. reviewed by the Academic Policy Board. When the Academic Policy Board reviews a student’s records, one Class Rank of three statuses will be assigned: Academic Probation, The final class rank of a graduating student is based Conditional Enrollment, or Required Withdrawal on the average of all grades for courses taken at (expulsion). While on Probation or Conditional Assumption College and at Consortium institutions Enrollment, the student works with his/her academic through cross-registration. advisor, the Dean’s office, and staff from the Academic

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Support Center to get back on track. Conditionally for a specific period of time, stating cause, and must enrolled students will be required to take 5 courses, confer with Financial Aid prior to departure regarding are not permitted to withdraw from a course, and must the effects of WWIR on financial aid, loans repayment, achieve a GPA of at least 2.00 in the next semester or grace periods, and other information. When the be required to withdraw. student wishes to return, the student will write a letter to the Dean of Undergraduate Studies, requesting PROGRESS TOWARDS THE DEGREE re-admission. If conditions were set for return at the It is expected that all students will register for and time of application for WWIR, those conditions must successfully complete fifteen (15) credit hours per be met. For students returning from WWIR, every semester. Indeed, students must do so in order to effort will be made to reinstate financial aid in its complete a bachelor’s degree in the expected four original form. An administrative fee of $250.00 is years, or eight semesters. An Assumption College charged for each semester of Withdrawal With Intent bachelor’s degree is eight semesters of fifteen credit to Return. The Dean of Undergraduate Studies will hours per semester, for a total of the required inform students on WWIR when registration for the 120 credit hours. Registering for fewer than 15 credits, subsequent semester’s courses is imminent. Students withdrawal from a course, or failure of a course, will planning to return should contact Residential Life at result in a shortage of credit hours. Such credits x7505 regarding housing. Students studying abroad must be made up by means of a departmentally or studying away are not required to take WWIR, pre-approved summer, intersession, or fall/spring term but are on a study abroad/away leave of absence from sixth course. All such courses fall outside of the fall/ the college. spring tuition package, and as such constitute an added financial burden on the student who must pay for READMISSION POLICY these credits. Full-time status is maintained at twelve All students requesting readmission to the college, (12) credit hours; students are not permitted to carry regardless of their cause for withdrawing, must fewer than 12 credit hours and remain a full-time submit a letter to the Dean of Undergraduate Studies student. Students who register for fewer than 12 credit explaining the circumstances of their departure from hours: 1. must file a change to part-time status form the college, their reasons for requesting to return to with the registrar at the beginning of each semester Assumption, and how the circumstances leading to 2. will not be eligible for on-campus housing 3. will their withdrawal have changed. Once it has been have their financial aid package reviewed, and possibly determined that the student’s withdrawal was not adjusted 4. may not be eligible for health insurance the result of academic or disciplinary measures, the through their parents. applicant will be cleared to apply for readmission through the Admissions Office. For spring semester WITHDRAWAL FROM THE COLLEGE readmissions, completed applications must be REGULATIONS ACADEMIC A student who voluntarily withdraws from the received by December 21. For fall semester College must return all College property and settle readmissions, completed applications must be received all financial obligations to the College, and inform the by July 1. Dean of Studies of his/her intention, and complete a Students who have been required to withdraw withdrawal form. A student who receives considerable for academic or disciplinary reasons are ineligible financial support from his/her parents or guardians for readmission for one full semester. In addition would be well advised to obtain their written approval to the letter described above, these students will prior to officially withdrawing. A student who further be required to send to the office of the Dean withdraws without having complied with the above of Undergraduate Studies official transcripts of requirements will receive a grade of F in all current academic work done since leaving the college, and courses. The student forfeits any tuition refund, all letters of recommendation from professors, employers, rights to transcripts of grades, and consideration for and other relevant persons in support of his or her readmission. application. Other materials may be required in order to demonstrate that all issues leading to the student’s WITHDRAWAL WITH INTENT TO required withdrawal have been addressed by the RETURN (WWIR) student during his or her time away. It is sometimes necessary for students to interrupt their Students will be notified in writing by the studies due to ill health, family emergency, or other Dean of Undergraduate Studies if readmission is serious reason. For such students, we offer Withdrawal permitted or denied. If readmitted, the student will with Intent to Return. Applications for WWIR are be on Conditional Enrollment, and required to meet processed by the Dean of Undergraduate Studies, regularly with the Dean of Undergraduate Studies, 026 Alumni Hall. The applicant must be in good and/or the Dean of Students, and must follow any and academic and judicial standing, must request WWIR all conditions set at the time of readmission.

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DEAN’S LIST PARTICIPATION IN COMMENCEMENT A student whose semester GPA is 3.50 or higher Students who have met the degree requirements are qualifies for Dean’s List if she/he meets one of the two eligible to participate in Commencement exercises. criteria: In addition, degree candidates who are within two 1. During the semester, the student carried at least courses (a maximum of eight credits) of completing five courses, earning at least 15 credits. their requirements at the end of the Spring semester 2. During the semester, the student carried at least will be permitted to participate in Commencement four courses, earning at least 12 credits and, under the following conditions: since matriculating at Assumption College, has • e Th student must formally petition the Dean of successfully completed an average of five courses, Undergraduate Studies and the Registrar no later 15 credits per semester. than the last Friday in March. The petition must This list is published once at the end of each detail the deficiency and must include a plan to semester. A student on the Dean’s List is permitted complete the course work before the beginning of to carry a sixth course at no additional cost for the the subsequent Fall semester. following Assumption College undergraduate • The student must have a 2.0 cumulative GPA and semester. The free course does not apply to summer a 2.0 GPA in the major at the time of the petition sessions or intersession in Continuing Education. since both of these are graduation requirements. Students achieving Dean’s List prior to a semester Students who find themselves with a shortage of studying abroad may request from the Dean that the not more than two courses (maximum of eight 6th free course be applied to their returning semester. credits) because of Spring semester grade results will be permitted to participate if the required GRADUATION HONORS GPAs have been achieved through the Spring Graduation honors are awarded based on graded semester and if they submit to the committee an courses taken at Assumption College or through the acknowledgement that the course work can be Colleges of Worcester Consortium. Thus, the Bachelor made up before the beginning of the Fall semester. of Arts degree is conferred: • The committee will review all petitions • Cum laude—upon a student who earns a to determine if the students have met the cumulative GPA of 3.50 in courses at Assumption eligibility requirements for participating in the College and through the Worcester Consortium; Commencement exercise. The determination by • Magna cum laude—upon a student who earns a the committee will be final, and no appeals of the cumulative GPA of 3.75 in courses at Assumption decision will be allowed. College and through the Worcester Consortium; • Students who are required to withdraw from • Summa cum laude—upon a student who earns a the Spring semester of their senior year are not cumulative GPA of 3.90 in courses at Assumption eligible to participate in Commencement. College and through the Worcester Consortium. Petitioners will be notified in writing of A part-time matriculated student is eligible for the committee’s decision. Those students who are graduation honors based on the same standards as allowed to participate in Commencement will receive a full-time matriculated student. Transfer students diploma cases containing notice of their remaining may qualify for graduation honors if they satisfy the requirements. Their names will be footnoted “Degree standards described above in a minimum of 19 courses in Progress” in the Commencement program. taken in the undergraduate day college or through the Diplomas and transcripts will reflect an August 31 Worcester Consortium. graduation date. The valedictorian and salutatorian are chosen from graduating students of the undergraduate day TRANSCRIPTS OF ACADEMIC RECORD college who fulfill the criteria for a Bachelor of Arts Transcripts are issued by the Office of the Registrar degree, summa cum laude. The selection committee only upon written request by the student. An “official” consists of the Dean of Undergraduate Studies, transcript is mailed directly to the institution or the Senior Class President and Vice President, the employer designated by the student, or released in a Chairperson of the Commencement Committee, and sealed envelope to the student. It bears the impression those representatives of the faculty who serve on the of the College seal and the Registrar’s signature. The Commencement Committee. In evaluating candidates fee is $4.00. An “unofficial” transcript can be sent for these awards, the selection committee does not directly to the student upon written request. Currently consider grades for any external coursework. The enrolled students may request their unofficial committee reviews academic records and contributions transcript at no charge. Transcript request forms are to the community, and interviews candidates in available in the Registrar’s Office and should be filled order to select the recipients of the College’s highest out seven business days prior to the time the transcript graduation honors. is needed. The fee is $4.00.

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RELEASE OF INFORMATION requirements of FERPA. The name and address of The Family Educational Rights and Privacy Act of the Office that administers FERPA is: 1974 (FERPA) affords students certain rights with Family Policy Compliance Office respect to their education records. They are: U.S. Department of Education • The right to inspect and review the student’s 400 Maryland Avenue, SW education records within 45 days of the day the Washington, DC 20202-5920 College receives a request for access. The items listed in the following paragraph may Students should submit to the Registrar, Dean of be released at the discretion of the College. Under Studies, head of the academic department, or other the provisions of the Family Educational Rights and appropriate official, written requests that identify the Privacy Act of 1974 (As Amended), students have record(s) they wish to inspect. The College official the right to withhold the disclosure of any or all of will make arrangements for access and notify the the items. Written notification to withhold any or all student of the time and place where the records may items must be directed to the Registrar’s Office by be inspected. If the records are not maintained by the the publicized deadline. Items: The student’s name, College official to whom the request was submitted, address, telephone listing, campus e-mail address, that official shall advise the student of the correct date and place of birth, major field of study, class official to whom the request should be addressed. year, participation in officially recognized activities • The right to request the amendment of the and sports, weight and height of members of athletic student’s education records that the student teams, dates of attendance, degrees, honors and believes are inaccurate, misleading, or otherwise awards received, current photo, and the most recent in violation of the student’s privacy rights. previous educational agency or institution attended by Students may ask the College to amend a record the student. that they believe is inaccurate or identify the part of A request to withhold any or all of the above data the record they want changed, and specify why it is in no way restricts internal use of the material by the inaccurate or misleading. College. If the College decides not to amend the record Only parents of dependent students have access as requested by the student, the College will notify rights to the records of students. In compliance with the student of the decision and advise the student of the Family Education Rights and Privacy Act of 1974 his or her right to a hearing regarding the request for (As Amended), the College reserves the right to amendment. Additional information regarding the disclose information about dependent students to hearing procedures will be provided to the student their parents without the students’ written consent. when notified of the right to a hearing. Information will not be released until the College is • The right to consent to disclosures of personally assured that the parent is entitled to such information. identifiable information contained in the student’s Students have the right to review their disciplinary education records, except to the extent that records which are maintained by the Office of Student FERPA authorizes disclosure without consent. Affairs. Students may challenge the content of those One exception which permits disclosure records which they believe to be inaccurate or

without consent is disclosure to College officials with misleading. In order to review records, students should SPECIAL ACADEMIC OPTIONS legitimate educational interests. A College official make an appointment with the Dean of Students. In is a person employed by the College in an adminis- order to maintain the confidentiality of other students, trative, supervisory, academic or research, or support the Dean of Students will review the file with the staff position (including law enforcement unit personnel student in summary form. Duplicate copies of the file and health staff); a person or company with whom the will not be issued to the student. College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of SPECIAL ACADEMIC OPTIONS Higher Education; or a student serving on an official committee, such as a disciplinary or grievance committee, THE TAGASTE PROJECT or assisting another College official in performing his or Assumption College offers a First Year Experience her tasks. A College official has a legitimate educational called, “The Tagaste Project.” Named for the town in interest if the official needs to review an education record North Africa where St. Augustine lived, studied, and in order to fulfill his or her professional responsibility. did service with a group of his friends, Tagaste offers Upon request, the College discloses education records first-year students the opportunity to join a learning without a student’s consent to officials of another school community animated by a shared experience of living in which a student seeks or intends to enroll. and learning with a small group of peers. Tagaste • The right to file a complaint with the U.S. Project members choose a learning community from Department of Education concerning alleged among a variety of topics and themes offered annually. failures by the College to comply with the These themes link first-year course offerings from

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different disciplines, two in the fall, and two in the and the New York Media Experience. Assumption spring, integrating the students’ experience throughout regularly places students in semester or year-long the first year. Tagaste students share a team of faculty experiences at Oxford University. Some study abroad who serve as their academic advisors. They share a programs permit a student to begin language study; living environment, and co-curricular activities related other programs offer language immersion for those to the chosen linkage. students who are familiar with the language and wish to achieve fluency. THE FIRST YEAR PROGRAM Students interested in studying abroad must The First Year Program is a program designed to meet with the Dean of Undergraduate Studies, who aid students in their transition from high school to serves as the director of the Study Abroad Program, college. Students are invited to participate in this who determines eligibility. A 3.0 cumulative GPA program in June prior to the First Year Orientation. is required at the time of application, and students The program consists of three Core courses which must be in good judicial standing, and be healthy, are intrinsically connected. Consequently, students mature, and resourceful enough to adapt to a foreign cannot withdraw from a course within the program. environment. Students work with the Dean’s office to First Year Program Faculty serve as academic select a program, submit an application, and secure advisors to its students and are aided by teaching transfer course approvals. Students should consult and tutorial assistants, upper-class majors trained as with their academic advisors regarding appropriate peer tutors. choices for study abroad courses. The most popular time to study abroad in in the junior year; however, THE ASSUMPTION COLLEGE HONORS travel is permitted for sophomores and seniors. PROGRAM Second semester senior students abroad should be In keeping with Assumption’s tradition of academic aware that official transcripts from abroad take time excellence, the College offers the Assumption to be completed and to be received, and must be College Honors Program, designed to foster academic received prior to the awarding of a degree. A fee engagement inside and outside the classroom. of $1,000 per semester is charged for study abroad. The program promotes intellectual friendship and All financial aid a student would normally receive at discourse, while providing a common, intensive Assumption College, including Assumption College learning experience. This program allows students to Merit scholarship funds, will be awarded for study earn an Honors Program Certificate. abroad. For more information about Study Abroad, Admission is by invitation and application. call x7486 to make an appointment with the Dean. Outstanding accepted students who have Deadline for spring study is October 1; for fall April 1. demonstrated academic excellence in standardized test scores, rank in class, engagement inside and outside ROME PROGRAM the classroom, and a passion for learning are invited Rome, the Eternal City, is a treasure of art, culture to apply to the program. Students with an outstanding and history – a place where the foundation of western first semester may also apply to join the program at civilization was built. Against this rich backdrop, the beginning of the sophomore year. The Program Assumption College designed a semester-long program Director will invite eligible students to apply during of study specially for sophomores to experience the Spring semester. Transfer students are eligible to the riches of Rome while completing many of their apply to the Honors Program at the time of admission general education requirements. Located in the newly- by submitting a transcript and writing an essay. renovated Villino Dufault on the grounds of the Interested students should contact the Director of the Assumptionist headquarters, Italy becomes a living Honors Program, Professor Rachel Ramsay. Curricular classroom with visits to culturally and historically details can be found in the “Interdisciplinary Programs” significant locations in Rome, and across the country. section of this catalog. Travel opportunities to explore other sites of note will also be scheduled. Students may pursue other STUDY ABROAD travel opportunities on their own. Program size is Assumption College encourages qualified students limited to 25 students per semester. The program to spend a semester or a year abroad as a part of requires a 2.75 cumulative grade point average and their undergraduate education. Students from good judicial standing. Interested students should Assumption College study in across the globe in contact Dean Knowlton at x7486. Deadline for spring Australia, Austria, Chile, Costa Rica, England, France, study is October 15; for fall April 15. Germany, Ireland, Italy, Northern Ireland, Scotland, South Africa, Spain, Switzerland, and Semester at INTERNSHIPS FOR CREDIT Sea. Stateside, students have participated in the Assumption College recognizes the wisdom and Washington Center for Internships and Seminars, utility of encouraging internships in a variety of

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fields. Non-credit bearing internships are organized for postgraduate study abroad, the Marshall and and approved through the Career Service Center, Rhodes for postgraduate study in the United and may be paid or unpaid. Internships for Kingdom, the William Simon Fellowship for Noble credit add to the work experience a substantive Purpose, the James Madison Scholarship, the Barry academic component and are not paid. In recent Goldwater Scholarship, the N.C.A.A. Post-Graduate years, students have undertaken internships for Scholarship, and the David L. Boren Graduate credit with state representatives; in museum and Fellowship. For more information contact Professor archival work; in radio, television, and newspapers; Smriti Rao, Post-Baccalaureate Scholarship Advisor, in banking, public relations, personnel work, and x7565. labor-management relations; and with dentists and physicians. Recent placements include the COOPERATIVE PROGRAMS OF STUDY University of Massachusetts Medical School, the AND AGREEMENTS John F. Kennedy Library, Old Sturbridge Village, and many other sites. -Opportunities also exist for COLLEGES OF WORCESTER CONSORTIUM, INC. students to do internships in Washington, D.C., In 1968, Assumption College joined with other New York City, as well as in a number of interna- institutions of higher learning in the Worcester area tional settings. Interested students should contact to organize the Worcester Consortium for Higher the Dean of Undergraduate Studies. Education, more recently named the Colleges of Students design internships for credit by collabo- Worcester Consortium, Inc. Students of Assumption rating with a site supervisor and a supervising faculty College may participate in the educational, cultural, member, who will award a grade for internship. The and social programs provided by the Consortium. student should approach a faculty member with the Specialized courses are available for credit away internship’s description. Once the faculty member from the home institution under a system of cross- agrees to act as sponsor, a proposal, which specifies registration. Participants in the Consortium are: both the proposed site experience and the academic Anna Maria College, Assumption College, Becker assignments integrated into it, is submitted to the College, Clark University, College of the Holy Cross, Dean of Undergraduate Studies. The student must Cummings School of Veterinary Medicine at Tufts be in good academic standing (2.8 GPA) and must University, Massachusetts College of Pharmacy and have the academic background and talent to work Health Sciences, Nichols College, Quinsigamond effectively on the internship. An internship project, in Community College, University of Massachusetts most instances, carries three academic credits for 140 Medical School, Worcester State College, and hours of work on-site. A student may complete only Worcester Polytechnic Institute. one internship for credit, unless otherwise required by In addition to these colleges and universities, a his or her major. group of associated organizations participate with the Consortium in providing further enrichment INDEPENDENT STUDY to college curricula. They include the American A truly engaged student may develop an interest in Antiquarian Society, Dynamy, the EcoTarium, a field or subject not addressed in the usual course the International Center of Worcester, the John offerings, or by way of the Worcester Consortium. Woodman Higgins Armory Museum, Mechanics Hall Such a student might choose to undertake an Association, Old Sturbridge Village, WICN Radio, Independent Study, a one-on-one course with Worcester Art Museum, Worcester Center for Crafts, a professor of relevant expertise. Applications for Worcester County Horticultural Society, Worcester Independent Study are available in the registrar’s County Music Association, and Worcester Historical office, and must carry the signature of the instructing Museum. faculty member and that professor’s chairperson before The cross-registration arrangements of the being submitted to the Dean of Undergraduate Studies Consortium colleges permit full-time day students to for final approval. Only one Independent Study per take courses at other Consortium colleges. Registrants

semester is permitted. are limited to one cross-registered day course per PROGRAMS OF STUDY COOPERATIVE semester. If a similar course is offered at the home FULBRIGHT SCHOLARSHIPS AND OTHER institution, permission may be denied. Exceptions POST-BACCALAUREATE SCHOLARSHIPS may be made by the Dean of Undergraduate Studies. Prestigious scholarships enable Assumption A student registering for a Consortium course is students and post-graduates to engage in learning responsible for satisfying course requirements, even experiences in the United States and abroad. though calendars and regulations may differ among Opportunities are available for undergraduate and Consortium institutions. Through the Consortium, post-graduate scholarship support. Some of these students are exposed to a greater variety and flexibility scholarships opportunities include the Fulbright in course offerings. It should be recognized that, in

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some cases, students are registered on a space-available AGREEMENTS basis. Course information can be obtained through the Office of the Registrar. All cross-registration MARINE STUDIES procedures for Assumption College students should start at the Office of the Registrar at Assumption Assumption College/Duke University Marine College. Free Shuttle Bus service connecting some of Sciences Education Consortium (MSEC) the institutions facilitates cross-registration. Assumption students are eligible to study at Duke The Consortium recently launched a new University’s Marine Laboratory in Beaufort, North comprehensive online internship database. Powered Carolina during the fall, spring, or summer sessions. by College Central Network (CCN), the site The Duke program offers an opportunity for intensive allows area employers to post internship opportu- study in marine science and marine ecology. In nities targeting students at Consortium institutions. addition, Assumption students may participate in the Students have the capability to search the internship MSEC’s study abroad programs which include sites in postings, post resumes, review their search history, Sinapore, Trinidad, Hawaii, Panama and France. While and receive e-mails about programs, services, and at Duke, it is possible to carry out an independent internship-related topics. This service is free of research project in collaboration with Duke faculty. charge to both students and employers. The site It is also possible to take courses in Physics while can be accessed by visiting the Consortium Web site in residence. This program should be of particular (at http://www.cowc.org). interest to Environmental Science majors and minors and to those who seek a science-intense study abroad American Studies Seminar, American opportunity. For more information contact Professor Antiquarian Society Steven Theroux. Each fall, the American Antiquarian Society and five Worcester colleges sponsor a research seminar at the ENGINEERING Antiquarian Society library. The seminar is conducted by a scholar familiar with the Society’s holdings in early Assumption College/University of Notre Dame American history, and the seminar topic is related to his College of Engineering or her field of research. Selection is highly competitive. Assumption College has established an agreement The participating students are chosen by a screening with the University of Notre Dame College of committee made up of representatives of the five partici- Engineering that allows qualified Assumption students pating colleges: Assumption College, Clark University, to earn a B.A. in Chemistry, Environmental Science, the College of the Holy Cross, Worcester Polytechnic Mathematics or Computer Science from Assumption Institute, and Worcester State College. The seminar College and a B.S. in one of several fields of topic and research methods combine several disciplines, Engineering from the University of Notre Dame. and students from a wide variety of majors have This is a 3:2 program, which means students participated successfully in this unique undergraduate in this program of study spend three years at opportunity. For further information, contact Prof. Carl Assumption College, and two years at the University Keyes, [email protected]. of Notre Dame. The Assumption College degree will usually be Chemistry (for Chemical Engineering), MARINE STUDIES CONSORTIUM Environmental Science (for Environmental The Marine Studies Consortium (http://www.brandeis. Geosciences Engineering), Mathematics or Computer edu/marinestudies/about.html) is an association of 18 Science (for Computer Engineering) or Mathematics educational and research institutions in Massachusetts (for Aerospace, Civil, Electrical, or Mechanical dedicated to increasing understanding and stewardship Engineering). The program is designed to provide of coastal and marine ecosystems. The Consortium the student with a strong liberal arts education in pursues this mission through an academic program and the sciences or mathematics. At Assumption, you policy-development efforts centered on protection and will be in small classes with faculty who emphasize management of marine environments. The Consortium’s high-quality teaching. Students who complete the academic program offers unique learning opportunities, program will also receive state-of-the-art engineering including Introduction to Marine Mammals and Coastal training at the University of Notre Dame, one of the Zone Management. Other courses, such as Water nation’s leading engineering universities. Resources Management and Marine History of New This program is rigorous, and it requires intensive England are offered nowhere else in our region at the study in science, mathematics, and engineering. undergraduate level. Consortium courses are taught by Students must finish a specified curriculum at working professionals from research and policy centers, Assumption, earn a cumulative G.P.A. of 3.3 or providing students with a real-world perspective on higher, and earn a grade of C or higher in all courses marine science and policy problems. at Assumption. Students successfully completing

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this program are automatically accepted into the uisites, and a completed application. The GRE and University of Notre Dame. Students planning to application fee will also be waived for these students. participate in this program should be ready to take For additional information, please see Professor Honors Calculus in their first semester at Assumption. Steven Theroux. The well-rounded education acquired in the 3:2 dual degree program in engineering and science or Assumption College Chiropractic/New York mathematics will make the student very competitive in Chiropractic College (NYCC) B.A./Doctor of the job market or for admission to graduate school. For Chiropractic (DC) more information about this program, contact Prof. There are two options at NYCC for Assumption Joseph Alfano at 508 767-7468. students interested in pursuing a doctorate in chiropractic medicine, a traditional program and an ENVIRONMENTAL SCIENCE OR FORESTRY accelerated program of study. MANAGEMENT Traditional Doctoral Program (DC) Assumption College/Duke University 3:2 Program Five seats are available at NYCC each year for in Environmental Science Management or qualified Assumption students who want to enter Forestry Management a doctoral program in chiropractic medicine. The Students interested in pursuing a master’s degree program requires 40 months of study beyond the B.A. from Duke University in Environmental Science For more information please see Professor Steven Management (MEM) or Forestry Management (MF) Theroux. can complete their general education requirements, their major requirements, and their application for Accelerated Doctoral Program (DC) admission to the Duke graduate school in three years. Qualified Assumption students are also eligible to If accepted into the Duke professional master’s degree enter an accelerated program of study at NYCC. This program, the student is eligible to receive his or her course of study allows qualified students to complete Assumption College undergraduate degree upon the a doctorate in chiropractic medicine in six years of successful completion of their first year of graduate study instead of seven. Students interested in this studies at Duke University. At the end of the second option should contact Professor Theroux for more year of graduate study, the student is eligible to receive information. the MEM or the MF from the Nicholas School at Duke University. The Duke University agreement Assumption College/Des Moines University does not guarantee that Assumption College students B.A./Doctor of Osteopathic Medicine (D.O.) will be accepted into the graduate program, and Assumption College and Des Moines University admission is competitive. Students interested in this School of Osteopathic Medicine have agreed to program should contact Professor Steven Theroux or cooperate to provide an accelerated, seven-year Professor James Hauri early in their undergraduate curriculum of undergraduate and professional career. education leading to the Bachelor of Arts degree with a major in Biology from Assumption College, SCIENCE AND HEALTH PROFESSIONS and the Doctor of Osteopathic Medicine degree from Des Moines University School of Osteopathic Assumption College/Northeastern University Medicine. Typically, eight years of study are required B.A./M.S in Allied Health Professions to earn a degree in Osteopathic Medicine. Students Northeastern University will waive the application in the accelerated program finish their premedical fee and the GRE requirement for qualified Assumption coursework at Assumption College in three years. College students interested in pursuing graduate Upon successful completion of their first year at Des degrees in pharmaceutical science, physician assistant Moines University Medical School, individuals in studies, exercise physiology, school counseling, health this program are eligible to graduate with a bachelor’s

informatics, and public health. To be eligible, students degree in Biology from Assumption College. PROGRAMS OF STUDY COOPERATIVE must earn a GPA of 3.2 or higher. Admission into the medical school is not guaranteed. Interested students should meet with Professor Steven Assumption College/Northeastern University Theroux early in their first year. B.A./M.S. in Biotechnology. Northeastern University will reserve space for two Assumption College/American University of qualified Assumption College students in its Master Antigua Medical School B.A./Doctor of Allopathic of Science in Biotechnology program. The minimum Medicine (M.D.) requirements to be eligible include a cumulative Assumption College students who fulfill the terms GPA of 3.2, satisfactory completion of the prereq- of the agreement will be accepted at the American

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University of Antigua College of Medicine. The terms Assumption College/ Massachusetts College of of the agreement include the following: the student Pharmacy and Health Sciences B.A./Doctor of must have a GPA of 3.25 or higher, they must have a Optometry (O.D.) GPA of 3.0 or higher in the prerequisite courses, they The Massachusetts College of Pharmacy and Health must not have an F or a D in any prerequisite course, Sciences (MCPHS) has agreed to provide five they must earn a score of 24 or higher on the medical seats at their Worcester, MA campus for qualified college admissions test (MCAT), and they must earn a Assumption students who want to earn a Doctorate favorable recommendation from the AUA admissions in Optometry. This is a four-year program, and to officer who they interview with. For more information be eligible Assumption students must complete the please see the health professions advisor. prerequisites with a grade of C or better (with no repeats). They must also have a GPA of 3.2 in the Assumption College/Regis College BA/ required prerequisites, an overall GPA of 3.2., and Post-Baccalaureate Certificate in Nuclear they must pass an interview at MCPHS. Please see the Medicine Technology Health Professions Advisor, Professor Steven Theroux, Regis College has reserved two seats for Assumption for more information. students who want to enter the nuclear medicine technology program. Eligible Assumption students Assumption College/New England College of have a minimal GPA of 3.3, and must complete Optometry B.A./Doctor of Optometry (O.D.) the prerequisite courses. Eligible students receive Assumption College and the New England School of an application fee waiver, and the top two eligible Optometry have agreed to cooperate in providing an candidates are also given preferred admission without accelerated, seven-year curriculum of undergraduate the competition of the rest of the applicant pool. Prior and professional education leading to the Bachelor of to starting the program the accepted student must earn Arts degree with a Major in Biology from Assumption a BA at Assumption College. For more information, College and the Doctor of Optometry degree from please see the Health Professions Advisor. the New England College of Optometry. The program consists of a three-year curriculum at Assumption Assumption College/Massachusetts College of College followed by a four-year curriculum in Pharmacy and Health Sciences B.A./Bachelor of optometry at the New England School of Optometry. Science in Nursing (B.S.N.) Upon successful completion of their first year at The Massachusetts College of Pharmacy and Health the New College of Optometry, individuals in this Sciences (MCPHS) has agreed to provide at least program are eligible to graduate with a bachelor’s three seats at their Manchester, NH campus and three degree from Assumption College. Admission into seats in their Worcester, MA campus for qualified the School of Optometry is not guaranteed. For Assumption students who want to earn a second more information about this program, please contact bachelors degree in nursing. This is a 16-month Professor Steven Theroux. program, and to be eligible Assumption students must complete the specified prerequisites with a grade of Assumption College/Massachusetts College of C or better (with no repeats), earn an average GPA of Pharmacy and Health Sciences B.A./Doctor of 3.2 or higher in the required prerequisites, and obtain Pharmacy (Pharm.D.) a cumulative GPA of 3.2 or higher. Please see the The Massachusetts College of Pharmacy and Health Health Professions Advisor for additional details and Sciences (MCPHS) has agreed to provide two seats requirements. at their Manchester, MA campus and five seats at their Worcester, MA campus for qualified Assumption Assumption College/Regis College B.A./Master of students who want to enter an accelerated doctoral Science in Nursing (M.S.N.) program in pharmacy. To qualify for admission into this Regis College has reserved two seats for Assumption 34-month course of study, Assumption students must students who have earned a B.A., a 3.3 GPA or better complete the required prerequisites with a grade of C or in the prerequisite courses, and have a cumulative better (no repeats). They must also have a GPA of 3.4 or GPA of at least 3.3. Through this program qualified higher in the required prerequisites and an overall GPA students are eligible for an application fee waiver, a of at least 3.4. Please see the Health Professions Advisor GRE waiver, a 7.5-hour graduate assistantship (which for additional details and requirements. offers $2,500 in tuition remission) and preferred admission. Students in the program will earn both the Assumption College/Massachusetts College of bachelor of science in nursing and upon completion of Pharmacy and Health Sciences B.A./Doctor of the program a master of science in nursing. Please see Physical Therapy (DPT) the Health Professions Advisor for additional details The Massachusetts College of Pharmacy and Health and requirements. Sciences (MCPHS) has agreed to provide two seats

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at its Worcester, MA campus for qualified Assumption The Assumption College health professions students. To be eligible for study in this 32 month advisor and the faculty of the natural science accelerated doctoral program, students must earn a department assist the student in planning an 3.3 in the specified prerequisites and they must have appropriate course of study. The College also has a cumulative GPA of 3.3 or higher. Please see the a Health Professions Committee that can provide Health Professions Advisor for additional details and students with a letter of recommendation from the requirements. Natural Science Department. Through the Natural Sciences Club, the student may also have the Assumption College/Massachusetts College of opportunity to meet members of the health professions. Pharmacy and Health Sciences B.A./Master of Many students interested in one of the health Science in Physician Assistant Studies (M.S.P.A.S.) professions complete an internship in one or more The Massachusetts College of Pharmacy and Health areas related to their specific interests. For additional Sciences (MCPHS) has agreed to provide at least one information contact Professor Steven Theroux. seat at their Manchester, MA campus and one seat at their Worcester, MA campus for qualified Assumption POST-BACCALAUREATE PRE-HEALTH students who want to earn a master’s degree in SCIENCES PROGRAM Physician Assistant Studies. This is a 24-month Assumption offers a post-baccalaureate certificate program, and to be eligible Assumption students must program in the pre-health sciences for students that complete the prerequisites with a grade of C or better need to complete additional science coursework prior (with no repeats). They must also have a GPA of 3.4 to applying to a graduate program in one of the health or higher in the required prerequisites, an overall GPA sciences. Students in the program work with the of at least 3.4., and they must pass an interview at health professions advisor, Professor Steven Theroux, MCPHS. Please see the Health Professions Advisor for and design a course of study. Applicants should have additional details and requirements. a B.A. or B.S. from an accredited institution and an overall GPA of 3.0 or higher. An application for the Assumption College/Barry University B.A./Doctor program can be obtained from Joanne Colacchio by of Podiatric Medicine (D.P.M.) calling 508.767.7295, and completed applications are Assumption College and Barry University School due on February 1. of Podiatric Medicine have agreed to cooperate in providing an accelerated, seven-year curriculum of POST-BACCALAUREATE PRE-THEOLOGY undergraduate and professional education leading to CERTIFICATE PROGRAM IN PHILOSOPHY the Bachelor of Arts degree with a major in Biology The post-baccalaureate Pre-Theology Certificate from Assumption College and the Doctor of Podiatric Program consists of two components: (1) the first is Medicine degree from Barry University School of a course of study, principally in Philosophy, intended Podiatric Medicine. Upon successful completion of for men discerning the possibility of a vocation to the their first year at Barry University College of Podiatric priesthood after their college years; (2) the second is Medicine, individuals in this program are eligible to a course of study, principally in Theology, for men graduate with a bachelor’s degree from Assumption seeking admission to the Assumptionist Congregation. College. Admission into the School of Podiatric If a candidate is judged to have completed the first Medicine is not guaranteed. For more information course of study elsewhere, he may proceed directly about this program, please contact Professor Steven to the second component of the program under the Theroux. supervision of the appropriate department Chair and Assumptionist mentor. OTHER PRE-PROFESSIONAL The first component recognizes the importance PROGRAMS OF STUDY of solid philosophical training in the serious study of theology. A two-semester course in Philosophy PREPARATION FOR STUDY IN ONE OF and Theology anchors the curriculum. In addition,

THE HEALTH PROFESSIONS students complete five one-semester courses that PROGRAMS OF STUDY COOPERATIVE Students interested in studying one of the health introduce the chief areas of philosophical investi- professions (e.g., medicine, dentistry, nursing, gation and the history of philosophy and at least three optometry, physical therapy, pharmacy, nuclear electives chosen from a group of upper-level courses in medicine, etc.) can major in one of the sciences or Philosophy, Theology, Political Philosophy, and other they can choose one of a wide variety of non-science approved areas. Each student will be provided with majors. However, in order to be considered for individual guidance by a member of the Philosophy admission to a graduate program in the health Department. For further information contact the sciences, the student must complete the prerequisite Chairperson of the Department of Philosophy, Gavin coursework specified by their program of interest. Colvert, at [email protected]

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The second component offers a course of liberal education with the personalized advising, study, principally in Theology, designed to satisfy co-curricular activities, and development opportunities the requirements established by the Assump- necessary for success in law school. tionist Congregation. Students may pursue up The faculty advisors in the Pre-Law Program to 48 additional credits in courses offered as encourage students interested in law school to seek independent studies on topics such as Assumptionist their services early in the students’ academic careers. and Augustinian Spiritual Thought; The Theology Our advisors help students from all majors identify of Prayer; Sacraments and Worship; History of the both law schools and areas within the law that best fit Church in 19th Century France; The Theology of the interests and competencies of the students. They Religious Life; The History of the Assumptionists; also help the students tailor their academic programs Journal Writing, etc. Students may pursue courses in a manner suitable to their particular circumstances from this component simultaneously with the first and abilities. Such an approach gives the individual component. Each student will be provided with the student the freedom to choose the course of study that individual guidance of an Assumptionist and a member suits his or her interests. It is also consistent with the of the Theology Department and will submit any expectations of the American Bar Association and law directed study courses for approval to the Chair of the school admissions officers who agree that no single Theology Department and the Dean of Undergraduate curricular path prepares students for law school better Studies. than any other. In other words, the best preparation for law school is a field of study about which students AIR FORCE AND ARMY RESERVE OFFICER are genuinely enthused and in which they can TRAINING CORP (ROTC) therefore excel. Not surprisingly, several majors at the Assumption College students may participate in the College, such as English, History, Natural Science, Air Force or Army Reserve Officer Training Corps Philosophy, Political Science and Sociology, among (ROTC) at Worcester Polytechnic Institute. Qualified others, successfully matriculate students to law school. U.S. citizens who earn their degree from Assumption In addition to academic advising, Pre-Law College and satisfactorily complete the ROTC advisors hold informational meetings for students, program requirements will be commissioned as second arrange meetings with Assumption College alumni lieutenants. Air Force ROTC offers a four-year and who are in law school or in the legal profession, two-year program for qualified individuals to earn sponsor legal internships, and organize profes- their commission; two- and three-year scholarship sional development opportunities. Above all they opportunities are also available to qualified individuals aid students in their preparation for the Law School in specific areas of academic study. Army ROTC Admissions Test (LSAT) while guiding them through offers a four, three and two-year program for qualified the law school application process. Assumption individuals to earn their commission; two-, three- and graduates have gone on to matriculate at such law four-year scholarships are also available to qualified schools as Boston College, Brooklyn College of Law, individuals. For more details on either program, write Catholic University of America’s Columbus School of to the Department of Aerospace Studies (Air Force) Law, Florida State University, New England School or Department of Military Services (Army), 100 of Law, the University of Notre Dame, and Suffolk Institute Road, Worcester MA 01609, call them at University School of Law, and have continued to 508-831-5747 (Air Force), or 508-831-5268 (Army) or succeed in the profession. email them at [email protected] or [email protected]. For more information contact the Coordinator of the Pre-Law Program, Professor Bernard J. Dobski (bdobski@ PRE-LAW PROGRAM assumption.edu) or one of our other Pre-Law Advisors: The study and practice of the law has always attracted Professors Molly B. Flynn ([email protected]) and ambitious, civic spirited and intellectually serious Gregory S. Weiner ([email protected]). students. And for good reason: lawyers are important. Indeed, Alexis de Tocqueville, that great student of LAW SCHOOL ARTICULATION democracy in America, thought that lawyers were AGREEMENTS so critical to our political and cultural health that he questioned “whether democratic institutions could Assumption College/Duquesne University School be long maintained” without the special knowledge, of Law B.A./J.D. habits of mind, and unique methods that a serious Assumption College and Duquesne University School study of the law affords our fellow citizens. To of Law offer an accelerated program of study that prepare students interested in law school to meet allows qualified students to earn a bachelor’s degree the many intellectual and ethical challenges of the from Assumption College and a law degree from legal profession, the Pre-Law Program at Assumption Duquesne University in six years. Typically seven College combines the school’s commitment to a strong years of study are required to earn these degrees.

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In order to be eligible for admission into this society in sociology that recognizes outstanding accelerated program, students must complete the academic achievement in the discipline. To be requirements of their major and the General Education eligible for membership, students must be a junior Requirements of Assumption College in their first or senior; have an overall GPA of at least 3.0; three years of study. Upon successful completion have taken at least four courses in sociology, with of their first year of law school at Duquesne, an average GPA of 3.0 or higher in those four individuals in this program are eligible to graduate courses; and rank in the top 35 percent of their with a bachelor’s degree from Assumption College. class. In addition to providing opportunities for Admission into the law school is not guaranteed. For students to submit papers and to receive funding more information about this program, contact Prof. for travel to regional sociological meetings, Bernard J. Dobski or Prof. Steven Theroux. membership in AKD confers a two-step boost in pay grade for civil service employees. Assumption College/Western New England • Delta Epsilon Sigma—A national scholastic College School of Law B.A./J.D. honor society for students, faculty, and alumni Assumption College and the Western New England of colleges and universities with a Catholic College School of Law offer an accelerated program of tradition. The Gamma Beta chapter at Assumption study that allows qualified students to earn a bachelor’s College was initiated in 1956 and has now been degree from Assumption College and a law degree reactivated. The purpose of Delta Epsilon Sigma is from Western New England College School of Law in to recognize academic accomplishments, to foster six years. Typically seven years of study are required to scholarly activities, and to encourage a sense of earn these degrees. intellectual community among its members. In order to be eligible for admission into this • Eta Sigma Phi—A national honor collegiate accelerated program, students must complete the society for students of Latin and/or Greek. requirements of their major and the General Education • Kappa Mu Epsilon—A national honor society Requirements of Assumption College in their first three that provides a means for the recognition years of study. Upon successful completion of their first of outstanding achievement in the study of year of law school at Western New England College Mathematics at the undergraduate level. School of Law, individuals in this program are eligible • Omicron Delta Epsilon—An international honor to graduate with a bachelor’s degree from Assumption society in Economics that provides recognition College. Admission into the law school is not for outstanding scholastic achievement in guaranteed. For more information about this program, Economics. To be eligible for membership, a contact Prof. Bernard J. Dobski or Prof. Steven Theroux. student must be a Junior or Senior with at least 12 hours of Economics. The student’s average Assumption College/Vermont Law School B.A./J.D. both in Economics and overall must be at least The Vermont Law School has an exceptionally strong a B. Members will receive a subscription to The program in Environmental Law and has consistently American Economist, a journal published by ODE. been ranked among the top one or two programs in Potential opportunities for members include partic- the country by US News and World Report. Students ipation in annual conferences and publication of interested in Environmental Science or Environmental scholarly papers in The American Economist. Science with a Concentration in Environmental Policy • Omicron Delta Kappa—A national leadership may wish to consider this program, and Assumption honor society which brings together students graduates who earn a GPA and LSAT score equivalent (Juniors, Seniors, and Graduate students), faculty, to, or higher than. lastyear’s entering class are given staff, and administration by recognizing past preferential consideration for admission. The Vermont leadership and academic achievement. This College of Law prepares students for the practice of organization goes beyond mere recognition; it other areas of law, so admission to this institution is not inspires continued campus and community limited to those interested inEnvironmental Science involvement. ODK recognizes achievement

or Environmental Law. For more information, contact in five major areas of campus commitment: PROGRAMS OF STUDY COOPERATIVE Professor Steven Theroux or Professor Bernard Dobski. 1) scholarship; 2) athletics; 3) campus or community service, social and religious activities, HONOR SOCIETIES and campus governance; 4) journalism, speech, Assumption College is home to chapters of twelve and the mass media; and 5) the creative and national honor societies. Membership in these performing arts. On Sunday, May 10, 1998, the disciplinary societies marks high achievement in a Circle at Assumption College became the first and student’s chosen field of study. only one recognized in Massachusetts. • Alpha Kappa Delta—Founded in 1920, Alpha • Phi Alpha Theta—An international honor Kappa Delta (AKD) is an international honor society in History that provides recognition for

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outstanding achievement in the study of history. courses in psychology and have completed at least Membership also provides opportunities for three semesters worth of college credit. Finally, participation in a variety of co-curricular activities students must have shown a direct interest in related to historical studies. psychology as demonstrated through participation • Pi Delta Phi—A national honor society that in the Psychology Club. Members of Psi Chi have provides recognition for distinction and access to a whole range of opportunities, ranging achievement in the study of the French language, from national conferences to research grants to a literature, and culture. Members are inducted in a subscription to the journal Eye on Psi Chi. special ceremony each spring. • Sigma Delta Pi—A national collegiate Hispanic • Phi Sigma Tau—An international honor society honor society to honor those who seek and in philosophy for students, faculty, and alumni achieve excellence in the study of the Spanish that recognizes outstanding achievement in language and in the study of the literature and philosophy, promotes academic research and culture of the Spanish-speaking peoples. To be publication, and encourages philosophical eligible for membership, students’ averages must be friendship and professional cooperation. Phi 3.0 or above in Spanish courses. They must rank Sigma Tau publishes an official journal, Dialogue, in the upper 35% of their class. They must have with original articles in philosophy from completed at least three semesters’ worth of college undergraduate and graduate students. credit and have taken at least one third-year course • Psi Chi—A national honor society that provides in Hispanic literature and/or civilization. Members recognition for students with high levels of of Sigma Delta Pi have access to scholarship academic achievement and an interest in opportunities, participation in conferences, and psychology. Students’ averages must be above 3.0 publication in the journal Entre Nosotros. both overall and within psychology courses and • Sigma Tau Delta—An international honor the student must be in the upper 35% of their class. society for English majors that confers distinction Additionally, students must have taken at least three for high achievement in language and literature.

43768_01_Intro.indd 28 7/19/13 2:46 PM 43768_02_Art.indd 29 typography, web design, photography, drawing, Students in the major will develop astrong base in and/or continuetheireducation ingraduateschool. entry intotheprofessional field asagraphicdesigner, content, andinformation, topreparestudentsfor effectively communicatevisually bycombiningform, The maingoalofthemajoristoeducatestudents major withtwelverequiredcoursesandtwoelectives. The majorinGraphicDesignisafourteencourse MAJOR INGRAPHICDESIGN(14) History consistsofelevencourses: research projectandpresentation.ThemajorinArt program culminatesinasemester-long independent to fulfilltheirpersonalandprofessionalinterests.The Students may select from a range of course offerings promising studentsinvariousaspectsofArtHistory. The Major in Art History aims to educate qualified, MAJOR INART HISTORY (11) of Catholiceducation. completely, thedepartmentfulfillsafundamentalgoal development. Informingthehumanbeingmore expression into their wider intellectual and personal the artsencouragesstudentstoincorporatecreative outside theJudeo-Christiantradition.Practicing development ofhumanthought,bothwithinand home thecentralrolethattheyhaveplayedin experience. Studyingthehistoryofartsbrings and Theatreassignificantdimensionsofthehuman also strivetohelpstudentsappreciateArt,Music thought andachievingcreativeexpression.We and intellectualformationinstimulatingcreative understanding oftheimportancerigorouspractical The departmentaimstogivestudentsan MISSION STATEMENT Peter Sulski. Hopkins, DavidJost,MaryMudge,GaryOrlinsky, Lecturers: Lynn Simmons; Assistant Professors: Professors (Chairperson), CarrieNixon,Toby Norris; Lamothe, A.A.; Professors: • • • • • •

One additionalstudioartcourse ART 101DrawingI Project andPresentation ARH 400SeniorArtHistorySeminar:Research  of whichare300-levelorabove. Six (6)additionalArtHistorycourses,atleasttwo ARH 123HistoryofWestern ArtII ARH 122HistoryofWestern ArtI 18th Century-Modern,andNon-Western Art. areas: Ancient-Medieval,Renaissance-Baroque, Including oneeachfromthefollowingfour 

: Heidi Gearhart, Scott Glushien; Elissa Chase, KathrynEgnaczak, Bruce MichelleGraveline,Rev. Donat Associate Professors PeterClemente,ThomasGrady, Visiting Instructors : PatrickCorrigan : BrianTivnan; Assistant Visiting DEPARTMENTOF ART, MUSIC ANDTHEATRE Graphic Designconsistsoffourteencourses: any designproblemstheywillencounter. The major in conceptualize andcommunicatevariedsolutionsto design majorwillbeabletoeffectivelyresearch, software andtechnology. With theseskillsthegraphic will haveathoroughknowledgeofthelatestdesign their abilitytothinkcriticallyandcreatively, and illustration, andmarketing.Studentswillalsobroaden visual artsingradesPreK–8 or5–12.Themajorin preparation programforstudents interestedinteaching Assumption Collegeoffers a state-approvedteacher VISUAL ARTS EDUCATION CONCENTRATION IN seminar. exhibition oftheirworkinconjunctionwiththesenior a personaldirectionthatculminatesinprofessional drawing or painting. Students are expected to develop activity. StudioArtstudentsmayconcentrateineither promising students in various aspects ofcreative The MajorinStudioArtaimstoeducatequalified, MAJOR INSTUDIOART (11) Electives (SelectTwo) • • • • • • • • • • • • • • • • • • • • • • • • • • • • ARD 401SeniorArtStudioSeminar ARD 300InternshipinVisual Arts MKT 101PrinciplesofMarketing ARD 218GraphicDesignfortheWeb ARD 217Typography ARD 216Illustration ARH 225 ARD 175IntroductiontoDigitalPhotography ARD 315GraphicDesignIII ARD 215GraphicDesignII ARD 115GraphicDesignI ART 101DrawingI One additionalArtHistorycourse ARH 123HistoryofWestern ArtII ARH 122HistoryofWestern ArtI ART 401:SeniorArtStudioSeminar Three (3)additionalstudioartcourses,twoof ARD 115GraphicDesignI ART 111PaintingI ART 106SculptureI ART 101DrawingI ENG 219IntroductiontoMediaAnalysis MKT 326MarketingontheInternet MKT 310Advertising ARD 275DigitalPhotographyII ART 201DrawingII ART 106SculptureI ART 111PaintingI drawing orpainting. study shouldincludeonethree-coursesequencein which are300levelorabove.Thisprogramof 229 Artsince1945 The MeaningofModernArt or

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Visual Arts provides students with course work that Music History directly addresses the subject matter knowledge • MUS 122 History of Music I requirements for teacher licensure by the Common- • MUS 124 History of Music II wealth of Massachusetts. Students who are interested • MUS 229 Music and Worship in teaching art at the elementary or secondary level should meet with the Education Program Coordinator Conducting early in their academic career for information about • MUS 330 Conducting applying to the Education Concentration and for specific information on the subject matter requirements Applied Music for visual arts licensure. • MUS 141 Applied Vocal Instruction (3 semesters) • MUS 151 Applied Piano Instruction (3 semesters) MAJOR IN MUSIC (11) • MUS 193 Chorale (3 semesters) The Major in Music covers the areas of Music Theory, Music History, and Performance with the opportunity Applied Music for development of individual performance skills. • MUS 171 Applied Organ Instruction (3 semesters) Studies develop musicianship, competency in the or MUS 141 Applied Vocal Instruction principles and procedures that lead to an intellectual (3 further semesters) grasp of the art, and the ability to perform. • MUS 193 Chorale (3 further semesters) or MUS The Major in Music consists of 11 courses. The 195 Band (3 semesters) or MUS 196 requirements include the following: Jazz Ensemble or MUS 197 String • MUS 122 History of Music I Camerata • MUS 124 History of Music II • MUS 201 Music Theory I Chapel Choir • MUS 301 Music Theory II • Chapel Choir (four semesters no credit) • MUS 401 Music Theory III • MUS 330 Conducting Theology & Music • MUS 193 Chorale or MUS 195 Band or MUS • THE 391 Theology of Liturgy 196 Jazz Ensemble or MUS 197 String Camerata (6 semesters) Art History • Three additional courses from among department • ARH 222 Medieval Art and Architecture or ARH offerings (not to include MUS101 Fundamentals 223 Renaissance Art and Architecture of Music or MUS120 Introduction to the Study or ARH 350 Special Topics (when the of Music). Applied music instruction in Voice or topic is suitable) an instrument may be counted toward the Major. Three semesters at 1 credit per semester are MINORS IN THE DEPARTMENT required to count as one course. A student may elect to pursue a minor in Art History, Studio Art, Graphic Design, or Music. These minors MAJOR IN MUSIC WITH A are meant to harmonize with a program of study in the ­CONCENTRATION IN LITURGICAL MUSIC liberal arts, while providing the possibility for concen- The concentration in liturgical music prepares students trated work in one of these areas. Each minor requires to serve as music ministers in churches and similar a minimum of 6 courses. venues. The curriculum provides students with a comprehensive foundation in music theory, music MINOR IN ART HISTORY history, conducting, and aural skills, along with an • ART 101 Drawing I or ARD 115 Graphic Design I emphasis in either vocal or keyboard training. • ARH 122 History of Western Art I The Major in Music with a concentration in • ARH 123 History of Western Art II Liturgical Music consists of a minimum of 45 credit • Two other upper-level courses from among Art hours. The requirements include: History offerings • ARH 400 Senior Art History Seminar Music Theory • MUS 201 Music Theory I MINOR IN STUDIO ART • MUS 210 Aural Skills I (1 credit) • ARH 122 History of Western Art I • MUS 301 Music Theory II • ARH 123 History of Western Art II • MUS 310 Aural Skills II (1 credit) • One other upper-level studio art course or ART • MUS 401 Music Theory III 401 Senior Art Studio Seminar • MUS 410 Aural Skills III (1 credit)

43768_02_Art.indd 30 7/19/13 1:59 PM 43768_02_Art.indd 31 e-mail [email protected]. coordinator, Prof.BernardJ.Dobski,at508767-7369orby academic excellenceinthatfield,andcontactthepre-lawadvising law school should choose a major that interests them, pursue “Cooperative Programs of Study.” Above all, students considering students consideringlawschool.Seethe“Pre-Law”sectionunder co-curricular activities, and development opportunities for all tion’s Pre-LawProgramprovidespersonalizedadvising, education, provideexcellentpreparationforlawschool.Assump minors acrossthecurriculum,combinedwithastrongliberal The American Bar Association confirms that majors and A NOTEONPRE-LAW MINOR INMUSIC MINOR INGRAPHICDESIGN • • • • • • • • • • • required tocountas1course. Three semestersat1creditpersemesterare an instrumentmaybecountedtowardtheMinor. of Music).AppliedmusicinstructioninVoice or of MusicorMUS120IntroductiontotheStudy offerings (nottoincludeMUS101Fundamentals Two additionalcoursesfromamongdepartment Camerata(3 semesters) MUS 196JazzEnsembleor197String MUS 193Chorale MUS 201MusicTheoryI MUS 124HistoryofMusicII MUS 122HistoryofMusicI Art Since1945 ARH 225MeaningofModernArtor229 ARD 175IntroductiontoDigitalPhotography ARD 315GraphicDesignIII ARD 215GraphicDesignII ARD 115GraphicDesignI ART 101DrawingI or MUS195Band or

- purchasing asupplykitandStudioFeeof$40.00.This references toarthistory. Studentswillberesponsiblefor using imagestoclarifyandenrichwhatwedothrough This involvesworkingfromlife,includingthefigure,and matter withsensitivityincharcoal,pencil,ink,andcollage. vocabulary whichallowscommunicationofthesubject and composition.Theintentistodevelopabroadvisual involves developing skill with line, shape, space, form, response. Translating visualinformationtothepage knows andlearningtotrustone’s growingskillatvisual Learning toseeoftenrequiresoverridingwhatthebrain learning totranslatewhatisseenintotwodimensions. This introductory course will focus on learning to see and ART 101 STUDIO ART (ART) descriptions COURSE human figure will emphasize context and environment, and natural phenomena as sources for inspiration. Work with the of materials,ideas,formalissues, andarthistory, aswell expressive phenomenon.Students willexploreavariety and on the physical activity involved in making it an The coursewillconcentrateon thedrawingasanobject ART 201 Nixon, Grady the CorerequirementinArt,Music&Theatre. a supplykitandStudioFeeof$75.00.Thiscoursesatisfies of theinstructor. Studentswillberesponsibleforpurchasing approaches to painting. Prerequisite: ART 101 or permission students willalsoconsiderbothcontemporaryandhistorical issues. Inweeklyin-studioandoutsideofclassassignments, issues of light and color, and exploration of technical thoroughly examine questions of composition, and space, basic painting problems. Using oil paint, students will This courseisanintensiveintroductoryinvestigationof ART 111 Orlinsky/ Music &Theatre. $75.00. This course satisfies the Core requirement in Art, responsible forpurchasingasupplykitandStudioFeeof appropriate medium will suggest itself. Students will be from nature., Projects will start with an idea, and then the that theoriginsofandinspirationformuchdesignstems of three-dimensional design. It is based upon the recognition This courseisanintroductiontotheconceptsandforms ART 106 Nixon, Grady,Vance/ Theatre. course satisfies the Core requirement in Art, Music & Three credits DRAWING I DRAWING II PAINTING I SCULPTURE I /Three credits Three credits 7/19/13 1:59 PM

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encourage the student to develop more personal attitudes Emphasis is on thematic self-direction and group critiques. toward content. Studio Fee: $40. Prerequisite: ART 101. The focus of the course shifts annually to reflect the Nixon, Grady/Three credits perspective of the faculty teaching it. Prerequisite: ART 111 and ART 211, or permission of the instructor. Studio Fee: $75. ART 206 SCULPTURE II Nixon, Grady/Three credits This course is an examination of the art of assemblage: the current practice in sculpture in which collaged objects are ART 351 SPECIAL TOPICS IN STUDIO ART made from debris of the contemporary world. Questions of Special topics in studio art are offered occasionally. These memory, history, fragmentation, association, ecology, and courses respond to special interests evidenced by students, language will be explored through the making of Assemblages outgrowths of topics addressed in an intermediate course, or from found, recycled, harvested, and created images and interests of the faculty. objects. Studio work will be supplemented by art historical Staff/Three credits presentations, museum visits, and readings. Studio Fee: $60. Prerequisite: ART 101, ART 106, ART 111 or ART 115. ART 401 SENIOR ART STUDIO SEMINAR Orlinsky/Three credits The seminar is devoted to an advanced project in Studio Art as a culmination of a program of study for the Major ART 211 PAINTING II or Minor in Studio Art. This project is completed by an A continuation of ART 111, this course will deal with exhibition of student work mounted in the spring. Students both figurative and nonfigurative approaches to painting. are responsible for materials related to their senior project Depending upon the instructor’s preference, students and a Studio Fee of $75.00. will work with the figure, the landscape, still life, or a Grady/Three credits combination of the three. Students will be directed in more advanced painting problems using varied techniques and GRAPHIC DESIGN (ARD) conceptual frameworks. Studio Fee: $75. Prerequisite: ART 101, ART 111. ARD 115 GRAPHIC DESIGN I Nixon, Grady/Three credits This course will offer an introduction to graphic design, and visual communication. Students will be introduced ART 299, 399 OR 499 INDEPENDENT STUDY IN to the elements and principles of design as well as critical STUDIO ART analysis and visual problem solving skills. The interre­ Each of these numbers designates a specific level of lationship between visual and verbal communication will be specialized study on a relevant topic that has been designed explored along with the study of typography. The computer by the student in conjunction with a faculty member of art application Adobe Illustrator will be used as a tool for design history or studio art. Permission of Chair required. in this course. A working knowledge of basic Macintosh Staff/Three credits computer skills will be helpful but not necessary. Studio Fee: $115.00. This course satisfies the Core requirement in Art, ART 300 INTERNSHIP IN STUDIO ART Music & Theatre. This upper level, field-based course is designed for juniors Staff/Three credits and seniors to explore and develop professional opportu- nities and apply concepts and skills learned in their ARD 175 INTRODUCTION TO DIGITAL PHOTOGRAPHY coursework in studio art. Permission of Chair required. This project-based studio course serves as an introduction Staff/Three credits to digital photography as it applies to the fine arts. Students will explore technical and aesthetic foundations of ART 301 DRAWING III photography through the latest digital technology. Digital This course will focus on the issue of personal expression cameras, scanning, and image manipulation software will in drawing. It will include a reevaluation of the elements be covered as well as an examination of the history of of drawing from that point of view. Working problems will photography and its role as a form of artistic expression. take into consideration the individual’s inclinations as he/ We will also read and discuss critical issues in photography she begins to formulate his/her own rationale for making art. and the history of photography. Students will be responsible Specific artists will be studied with a focus on the nature of for purchasing specialized paper and a Studio Fee of $175.00 the expression in their work. Studio Fee: $40. Prerequisite: This course does NOT satisfy the Core requirement in Art, ART 101 and ART 201, or permission of the instructor. Music & Theatre. Nixon, Grady/Three credits Glushien/Three credits

ART 311 PAINTING III ARD 215 GRAPHIC DESIGN II This course explores advanced problems in painting. This class offers a continuation of the study of graphic Students will be directed in a more in-depth examination design with computers. Students will further explore of the extensive possibilities of the oil painting medium. the use of typographic symbols as a crucial element to Both abstract and figurative approaches will be explored. design. Design history and critical issues in design will be

43768_02_Art.indd 32 7/19/13 1:59 PM 43768_02_Art.indd 33 course inwhich wewillexpandourexpertise with Adobe of photographyinthefineart world.Thisisastudio gain asolid,workingknowledge oftheprocessandcontext photography asitappliestothe finearts.Studentswill This courseisacontinuation ofthestudydigital ARD 275 Italiano Perla/ design, andwillbeabletobuildhostasiteoftheirown. this coursestudentswillhaveaworkingknowledgeofweb animation, movies, and sound into a web site. At the end of design projects.Oneoftheseprojectswillcoverembedding two website design projects, as well as a number of smaller are vital components of this course. Each design processinrealizingthem.Researchandmethodology and javascript,developconceptsforwebsites,followa Students willlearnthelatestweblanguagessuchashtml5,css, importance, the technological process will also be studied. design. Whiletheaestheticsofwebdesignwillbeprimary and hierarchaldesign,tothetechnologicalaspectofweb design elementssuchascolor, typography, layout,thegrid development. The focus of the course will be applying design andapplybasicconceptualprinciplestowebsite creation. Studentswilllearntothinkcriticallyaboutweb This courseintroducesstudentstographicdesignforwebsite ARD 218 Simmons/ expressive possibilitiesoftype.Prerequisite:ARD115. interests fromotherareasofstudyintheirexplorationthe typefaces. Studentswillbeencouragedtointegrateideasand development and on the cultural associations of various variety ofvisualimagery. Thereisanemphasisonconcept develop sensitivitytotheintegrationoftypographywitha layouts andformatsisintroduced.Exercisesaregearedto presented throughthemedprojects. Avarietyofbasic and historicalusage.Typographical assignmentsare the useoftypographicalgridsaswellfamiliestype This coursecoversprinciplesoftypefaceselectionand ARD 217 Grady/ Fee: $50.00.Prerequisite:ART101 Drawing1. from conceptualizationthroughexecutionisstressed.Studio and exposuretovariousgenresofillustration.Strongdesign Illustrator. Theclasswillfocusonpictorialcommunication and thedigitalmediaprogramsAdobePhotoshop projects willcovertheuseofpenandink,acrylicpaint geared totheneedsofgraphicdesigner. Assigned This class is an overview of basic illustration techniques ARD 216 Glushien, Simmons/ Prerequisite: ARD115. used. AdobeInDesignwillbeintroduced.StudioFee:$100. solving. The computerapplication Adobe Illustratorwillbe emphasize visualexpression,composition,andproblem explored. Studentswillworkinaseriesofprojectsthat Three credits Three credits TYPOGRAPHY DIGITAL PHOTOGRAPHY II GRAPHIC DESIGNFOR THE WEB ILLUSTRATION Three credits Three credits student will develop student will develop ARD 300 Staff/ Permission ofChairrequired. by thestudentinconjunctionwithafacultymember. specialized studyonarelevanttopicthathasbeendesigned Each ofthesenumbersdesignatesaspecificlevel ARD 299, 399, 499 Glushien/ and aStudioFeeof$175.00.Prerequisite:ART 175. Students willberesponsibleforpurchasingspecializedpaper they willbecomeexpressionsandmetaphorsoflifeitself. Our photographs willnot simply focus on appearances— and physicalconcentrationopen-mindedobservation. increasingly complexvisuallanguagethroughemotional lectures, andweeklycritiques.We willbecreatingan consist ofdemonstrations, discussion of readings, printing, the contentandmeaningofourphotographs.Classeswill printing techniques. However, the main focus will be on Photoshop, advancedcamerafunctionsandsophisticated Grady/ project andaStudioFeeof$75.00. Students are responsibleformaterialsrelated totheirsenior an exhibitionofstudentwork mountedinthespring. major in Graphic Design. This project is completed by Design as a culmination of a program of study for the The seminar isdevoted to anadvancedproject inGraphic ARD 401 Staff/ course, orinterestsofthefaculty. students, outgrowthsoftopicsaddressedinanintermediate These courses respond to special interests evidenced by Special topics in graphic design are offered occasionally. ARD 352 Staff/ importance StudioFee$100.00.­ as wellaclasspresentationondesignerofhistorical be stressed. Students will undertake a variety of design projects, this courseandofdesigningeneral,theirimportancewill problems. Researchandmethodologyarevitalcomponentsof between typography and other visual forms to these specific Students willapplytheirgrowingknowledgeoftheinteraction present studentswithavarietyofcomplexdesignproblems. critical, analytical, and perceptual skills. This course will tation. This will set the groundwork that reinforces one’s readings, classdiscussion,projects,andthroughexperimen Each student will develop a visualvocabularythrough assigned ARD 315 Staff/ coursework ingraphicdesign.PermissionofChairrequired. nities andapplyconceptsskillslearnedintheir and seniors to explore and develop professional opportu This upperlevel,field-basedcourseisdesignedforjuniors Three credits Three credits Three credits Three credits Three credits Three credits INTERNSHIP INGRAPHICDESIGN SENIOR SEMINARINGRAPHICDESIGN SPECIAL TOPICS INGRAPHICDESIGN GRAPHIC DESIGNIII INDEPENDENT STUDY IN GRAPHIC DESIGN Prerequisite: ART 215. - - 7/19/13 1:59 PM

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ART HISTORY (ARH) ARH 221 ANCIENT ART This course examines the art and architecture of the ancient ARH 122 HISTORY OF WESTERN ART I world, beginning with the prehistoric cultures of the Aegean A survey of the development of Western art from (c.3000–1200 B.C.) and concluding with Constantine the Prehistoric times to the end of the Middle Ages. A broad Great’s recognition of Christianity in the 4th century A.D. historical and stylistic approach frames the course, but Greek, Etruscan, and Roman art will be placed in historical the students will learn a select number of works in closer context through a study of not only the monuments of detail. This course acquaints the students through lectures, antiquity, but also the religion, literature, and archaeological discussions, and visits to local collections with the tools record of the ancients. The material includes religious and to decode visual images from the past and present. Close secular architecture, sculpture, ceramics, painting, mosaics, studies acquaint the students with the elements of visual and decorative arts in both private and public realms. language and help them to develop critical skills which can Lectures, discussions, and readings will focus on issues such be used to further their understanding of the visual arts. as the role of archaeology and its dating methods, the use of This course satisfies the Core requirement in Art, Music & art and architecture as imperial propaganda, and the effects Theatre. of urbanization on ancient societies. There will be at least Chase/Three credits one trip to the Worcester Art Museum. Staff/Three credits ARH 123 HISTORY OF WESTERN ART II The class will survey the development of Western art ARH 223 RENAISSANCE ART AND ARCHITECTURE from the 14th to the 21st century. Through lectures and This course introduces students to the art and architecture discussion in class, we will consider the ways in which of the Italian Renaissance from the 14th through the artistic change is linked to political and social developments 16th centuries as well as theories used since the late 19th in each period. At the same time, by looking closely at century to study these works. Proceeding chronologically, individual works of art—both in class and on a visit to the the course emphasizes the artistic, cultural, and historic Worcester Art Museum—we will learn how to analyze and context in which this art was created. The primary materials decode visual images from the past and present. This course studied include religious and secular painting, architecture, satisfies the Core requirement in Art, Music & Theatre. as well as manuscripts and printed books created for public Chase/Three credits and private use. Lectures, discussions, readings and visits to the Worcester Art Museum stimulate discussion on issues ARH 130 INTRODUCTION TO ARCHITECTURE such as the changing role of the artist, shifts in patronage, An introduction to the principles, methods, and meaning the use of art to express secular and ecclesiastic aspirations, of architecture Students will reflect on the nature experimentation with visual systems, innovations in print- of architecture (as well as city planning and landscape making and printing, and the legacy of art of the Italian architecture) to acquire a method for the study of Renaissance. This course satisfies the Core requirement in architecture by a close analysis of selected major works Art, Music & Theatre. in the art form: the Parthenon, Hagia Sophia, St. Peter’s Gearhart/Three credits (Rome), University of Virginia (Charlottesville), the city of Brasilia, the Seagram Building (New York City), and others. ARH 225 THE MEANING OF MODERN ART This course satisfies the Core requirement in Art, Music & This course will examine the development of modern art Theatre. in Europe and the United States, focusing on the period Staff/Three credits between 1880 and 1950. Starting with Post-Impressionism, we will trace the key movements in modern art (including ARH 150–151H FOUNDATIONS OF WESTERN Expressionism, Cubism, Surrealism and Abstract Expres- ­CIVILIZATION: ART AND POLITICS sionism), and consider some of the more traditional forms A two-semester interdisciplinary course in politics and art. against which they defined themselves. In the process, we The two semesters concentrate on the study of the worlds will seek to understand how the terms ‘modern,’ ‘modernist,’ of politics and art in multiple periods of Western Civili- and ‘avant-garde’ came to be applied to art and artists, and to zation. The first semester studies Ancient Greece through establish what art historians and cultural critics mean when the Renaissance. The second semester studies Modern they use them. Europe through 21st-century Europe and the United States. Norris, Vance/Three credits Both semesters emphasize the reading and interpretation of texts about the major political and artistic principles in each ARH 227 REALISM TO POST-IMPRESSIONISM historical period as well as the viewing and analysis of major The course explores the major movements in European artistic works. Students earn three credits in Politics and three Art in the second half of the nineteenth century: Realism, credits in Art. (Same as POL 150–151.) This course satisfies Impressionism, Post-Impressionism and Art Nouveau. the Core requirement in Art, Music & Theatre. We will think about how technological and economic Norris, Gearhart/Three credits each semester modernization, and the social conditions they generated,

43768_02_Art.indd 34 7/19/13 1:59 PM 43768_02_Art.indd 35 Staff/ coursework inarthistory. PermissionofChairrequired. nities andapplyconcepts skillslearnedintheir and seniors to explore and develop professional opportu This upperlevel,field-basedcourse isdesignedforjuniors ARH 300 Staff/ Permission ofChairrequired. by thestudentinconjunctionwithafacultymember. specialized studyonarelevanttopicthathasbeendesigned Each ofthesenumbersdesignatesaspecificlevel ARH 299, 399OR499 Staff/ in Art,Music&Theatre. African diaspora. This course satisfies the Core requirement interpretations ofAfricanartandtheglobal critically evaluatethechangingperceptionsanddiscrepant linkage of art to ritual and performance. Students will also of sculptureandadornmentthehumanbody, andthe innovation offormandassemblagematerials,theprimacy of Africanartfeaturedwillincludevisualabstraction, Christianity, Islam,andcolonialrule.Particularaspects overlay resultingfromtheintroductionofJudaism, the artduetocomplexhistorical,cultural,andreligious diverse Africanpeoplesandincludesthedevelopmentof It addresses thewiderangeofartscreatedbymany vast Africancontinentfromprehistorytothepresentday. This coursefocusesontheartandarchitectureof 232 ARH Norris/ entire conceptofarthaschangedinthelast60years. also withanawarenessofthedramaticwaysinwhich movements in art since the middle of the last century, but serious? You will emergenotjustwithanunderstandingof fulfill toqualifyasaworkofart?Aretheseartistseven to beanartist?Whatconditionsmustobjectorevent and answer some important questions: What does it mean practices ofEuropeanart-making,wewillalsohavetotry and approaches,manyofthemfaroutsidethetraditional of thisperiodusesanextraordinaryrangematerials end ofWorld War IIandthepresentday. Sincetheart The course will examine the art produced between the ARH 229 Norris / the middleoffollowingcentury. structured theEuropeanandAmericanartworldsthrough ‘traditional’ formsofartthatgrewupduringthisperiodand We will also examine the gulf between ‘modern’ and invention ofphotographyhadonthepracticepainting. we willseektounderstandtherangeofeffectsthat affected artistsandtheworktheyproduced.Inparticular, Three credits Three credits Three credits Three credits Three credits AFRICAN ART ANDARCHITECTURE: ART SINCE1945 AN INTRODUCTION INTERNSHIP IN ART HISTORY ART HISTORY INDEPENDENT STUDY IN

- bibliography, and they willgive a formaloralpresentation of critique andeditanabstract;theywillproduceannotated As partoftheproject,studentswilllearnhowtowrite, with aspecificmethodologicalapproachorapproaches. project thatinvolvesmatchingaworkorgroupofworks readings. Duringthesemester, studentswillundertakea lectures bytheprofessorwithdetaileddiscussionofassigned The format forthe class combinesshortintroductory the differentmethodologiesemployedindiscipline. the foundationaltextsofarthistory, wewillinvestigate who aremajorsorminorsinarthistory. Usingsomeof This courseservesasaculminatingexperienceforstudents ARH 400 Staff/ nature andmaybeofferedwithoutprerequisites. the faculty. Thesecoursesaresometimesinterdisciplinaryin addressed inanintermediatecourse,orresearchinterestsof interests evidencedbystudents,outgrowthsoftopics are offeredoccasionally. Thesecoursesrespondtospecial Special topicsinarthistory, architecture,andcriticism ARH 350 period. Majorcomposersandtheir workswillbestudiedand of music in the West from the Middle Ages to theClassical of music,thiscoursewillcover thehistoricaldevelopment Following abriefstudyofthevocabulary andbasicmaterials MUS 122 Clemente, Graveline/ satisfies theCorerequirementinArt,Music&Theatre. will begivenequalconsiderationandrespect.Thiscourse as Western artmusic,jazz,popular, andnon-Western music, program music,andabsolutemusic.Alltypesofsuch will studythreecategoriesofmusic:musicwithwords, to itonsensual,aesthetic,andintellectuallevels.Theclass designed toteachhowlistenmusicandrespond necessary tolistento,andappreciate,music.Thiscourseis A conceptual approach to developing the critical faculties MUS 120 Graveline, Clemente/ Core requirementinArt,Music&Theatre. theory, includingbasicauralskills.Thiscoursesatisfiesthe a thoroughfoundationinthefundamentalelementsofmusic an introductory-leveltechnicalfacilityinpianoorguitar, and the studentshouldhaveacquiredabilitytoreadmusic, mediums: piano or guitar. Upon completion of this course, technique andrepertoireinoneofthetwoperforming the fundamentalsofbasicmusictheory, andthestudyof This coursefocusesonlearningtoreadmusicnotation, MUS 101 MUSIC (MUS) Gearhart, Norris/ their workthatincorporatesvisualmedia. Three credits SENIOR ART HISTORY SEMINAR SPECIAL TOPICS IN ART HISTORY MUSICIANSHIP HISTORY OFMUSICI INTRODUCTION TO THE STUDY OFMUSIC FUNDAMENTALS OFMUSIC AND Three credits Three credits Three credits 7/19/13 1:59 PM

ART, MUSIC AND THEATRE 35 36 DEPARTMENT OF ART, MUSIC AND THEATRE

connections among history, culture, and musical language Palestrina, and Victoria are among the composers whose will be explored. The course will focus on the enhancement music will be studied. of active listening skills and musical understanding. This Staff/Three credits course satisfies the Core requirement in Art, Music & Theatre. MUS 223 BACH TO BEETHOVEN Lamothe/Three credits This course forms a survey of the history and literature of music in the 17th and 18th centuries. Bach, Handel, Haydn, MUS 124 HISTORY OF MUSIC II Mozart, and Beethoven are among the composers to be The historical development of Western music from the especially studied. Romantic period to the late-20th century. Major composers, Lamothe/Three credits their works, and the major musical trends will be studied and all will be related to cultural history. This course satisfies the MUS 225 MUSIC OF THE ROMANTIC PERIOD & THE Core requirement in Art, Music & Theatre. 20TH CENTURY Lamothe/Three credits History and literature of music during the 19th century and to present day. The works of Berlios, Mendelssohn, MUS 125 WORLD MUSIC Schubert, Schumann, Brahms, and Wagner. The French A survey of musical traditions from around the world, tradition: Franck, Faure, Debussy, Ravel. Contemporary including an examination of the cultures and philosophies trends: Bartok, Hindemith, Stravinsky, surrealism and that shape them. Topics include instrumentation, form, electronic music. texture, rhythm, melody, and performance practice in the Lamothe/Three credits music of Native Americans, Africa, Central and Southeastern Europe, India, Indonesia, Japan, and Latin America. This MUS 229 MUSIC AND WORSHIP course satisfies the Core requirement in Art, Music & The phenomenon of music in worship from the earliest Theatre. extant examples (3000 B.C.) to the digital age, in Western Clemente/Three credits and non-Western traditions (Islam, Buddhism, etc.). This course satisfies the Core requirement in Art, Music & Theatre. MUS 201 MUSIC THEORY I Lamothe/Three credits After a review of the basic concepts of notation, scales, intervals, and triads, the student will study the various MUS 231 HISTORY OF OPERA structural elements of music. Topics covered will include The study of operatic music since its inception in the early cadences, non-harmonic tones, harmonic rhythm, melodic 17th Century through its development in the Baroque, organization and structure, voice-leading in four-part chorale Classical, and Romantic periods. The operas of Mozart, writing, and transposition. Rossini, Verdi, Bizet, Wagner, and Puccini will be especially Clemente, Graveline/Three credits studied. Lamothe/Three credits MUS 210 AURAL SKILLS LAB I This course presents the tonal concept and practices of the MUS 233 MUSIC IN THE UNITED STATES Common Practice period (18th and 19th Century music) This course forms a study of American Music of the last in conjunction with MUS 201. The student will develop three centuries with particular emphasis on 20th-century fluency in applying these concepts in written and aural form trends, including Modern American Classical music, Blues, through a multi-faceted approach including sight singing, Jazz, Musical Theatre, Rock and Roll, and Popular music. harmonic and melodic dictation, and rhythmic drills based Influences of Native American, African, and European on I) basic rhythmic patterns and subdivisions in simple music will be highlighted, and connections among history, meter, intervals, and triads: II) dots, ties, and compound culture, and musical language will be explored. The course meter, primary and secondary triads and dominant seventh will emphasize the enhancement of active listening skills chords in major and minor modes; III) irregular meters and and musical understanding. This course satisfies the Core complex subdivisions of the beat, non-dominant seventh requirement in Art, Music & Theatre. chords, chromatic inflexions, augmented sixth chords, and Lamothe/Three credits modulation. Clemente, Graveline/Three credits MUS 234 MUSIC OF FRANCE The musical culture of France from the Middle Ages to the MUS 221 MUSIC OF THE MIDDLE AGES AND THE present day, listened to and commented upon against the RENAISSANCE backdrop of French social and cultural history. Songs of This course covers the origins of Western music, including the troubadours and trouveres. Renaissance mass, motet and Gregorian chant and medieval secular monody, early chanson. Baroque opera and keyboard works, symphonic, polyphonic music, and sacred and secular music from chamber, and dramatic music of the 19th and 20th centuries, the middle of the 15th century to 1600. Dufay, Binchois, and French folksong and popular song. Ockeghem, Obrecht, Josquin, Marenzio, Monteverdi, Lamothe/Three credits

43768_02_Art.indd 36 7/19/13 1:59 PM 43768_02_Art.indd 37 Graveline/ to conductinrehearsalandperformance. preparation. Studentswillbeassigned alaboratoryensemble patterns, sightsinging,eartraining, scorereading,and in schoolsandchurches.Skills developed willincludebeat toward majorsandminorswho will conductmusicalgroups fundamental skillsofconductingandisgearedprimarily This courseisdesignedtoprovidethestudentwith MUS Clemente, Graveline/ modulation. chords, chromaticinflexions,augmentedsixthand complex subdivisionsofthebeat,non-dominantseventh chords in major andminormodes; III) irregular meters and meter, primaryandsecondarytriadsdominantseventh meter, intervals, and triads: II) dots, ties, and compound on I) basic rhythmic patterns and subdivisions in simple harmonic and melodic dictation, and rhythmic drills based through amulti-faceted approach including sight singing, fluency inapplying theseconcepts inwritten andauralform in conjunctionwithMUS301.Thestudentwilldevelop Common Practice period (18th and 19th Century music) This coursepresentsthetonalconceptandpracticesof MUS 310 Clemente, Graveline/ secondary dominants,andbinaryternaryforms. seventh chord,nondominantchords,modulation, be covered,suchasharmonicprogression,thedominant A continuationofMUS201.Moreadvancedharmonywill MUS 301 Staff/ coursework. PermissionofChairrequired. nities andapplyconceptsskillslearnedintheir and seniors to explore and develop professional opportu This upperlevel,field-basedcourseisdesignedforjuniors MUS 300 Staff/ music. PermissionofChairrequired. by thestudentinconjunctionwithafacultymemberof specialized studyonarelevanttopicthathasbeendesigned Each ofthesenumbersdesignatesaspecificlevel MUS 299, 399OR499 Graveline/ impacting ontheAmericanscene. contemporary artistsandcomposerscurrentlyemerging Nadia andLiliBoulanger, Wanda Landowska,aswell Mendelssohn, ClaraSchumann,AmyBeach,Teresa Carreno, the coursewillfocusonlivesandworksofFanny addition tothesocietalevolutionofwomeninmusic, in musicasperformers,composers,andpedagogues.In The purposeofthiscourseistochartthehistorywomen MUS 235 Three credits Three credits 330 CONDUCTING Three credits Three credits AURAL SKILLSLABII WOMEN AND MUSIC MUSIC THEORY II INTERNSHIP INMUSIC Three credits Three credits MUSIC INDEPENDENT STUDY IN - This course presents the tonal concept and practices of the This coursepresentsthetonalconceptandpracticesof MUS 410 Clemente, Graveline/ fugue). relation toharmonyandtonality(sonata-allegro,rondo, complex formalstructuresofthecommonpracticeperiodin keys, ninth,11th,and13thchords),aswellthemore chromatic third-relationharmony, modulationtoforeign sixth chord,altered dominants, diminishedseventhchords, aspects ofharmony(augmentedsixthchords,theNeapolitan Continuation ofMusicTheoryII.Astudymoreadvanced MUS 401 Clemente, Graveline,Staff/ may beofferedwithoutprerequisites. These coursesaresometimesinterdisciplinaryinnatureand intermediate course, or research interests of the faculty. evidenced byoutgrowthsoftopicsaddressedinan department. Thecoursesrespondtospecialinterests Special topicsinMusicareofferedoccasionallybythe MUS 400 Tartaglia/ for singers,actors,teachers,and public speakers. anatomy, andphysiology ofthevoice.Valuable techniques and interpretation,anoverview ofthepsychology, basic relaxation andbreathingtechniques, principlesofdiction vocal exercises,andsongrepertoire. Topics include readings onthenatureandfunctionofsingingvoice, instrument and techniques for its healthy use through Students in this class learn the fundamentals of the vocal MUS 140 Staff/ per semester:$500. and thecoursecanberepeatedforfurthercredit.Tutorial fee per semester, studentsmayreceiveonecreditpersemester, depending onstudent’s ability. Thereare10one-hourlessons Material rangesindifficultyfrombeginningtoadvanced technique throughvariedrepertoireandtechnicalexercises. format. Emphasisisplacedondevelopingmusicianshipand Applied fluteinstructionthroughweeklyprivatelesson MUS 131 MUSIC PERFORMANCECOURSES Clemente, Graveline/ inflexions, augmentedsixthchords,andmodulation. of thebeat,non-dominantseventhchords,chromatic minor modes;III)irregularmetersandcomplexsubdivisions secondary triadsanddominantseventhchordsinmajor and triads:II)dots,ties,compoundmeter, primaryand rhythmic patternsandsubdivisionsinsimplemeter, intervals, and melodicdictation,rhythmicdrillsbasedonI)basic a multi-facetedapproachincludingsightsinging,harmonic in applyingtheseconceptswrittenandauralformthrough conjunction withMUS401.Thestudentwilldevelopfluency Common Practiceperiod(18thand19thCenturymusic)in One credit Three credits AURAL SKILLSLABIII APPLIED FLUTE MUSIC THEORY III SPECIAL TOPICS INMUSIC BEGINNING CLASS VOICE Three credits Three credits Three credits 7/19/13 1:59 PM

ART, MUSIC AND THEATRE 37 38 DEPARTMENT OF ART, MUSIC AND THEATRE

MUS 141 APPLIED VOCAL INSTRUCTION performances during the year with orchestra, and there will Applied vocal instruction through weekly private lesson be tours every two years. Audition required. This course format. Emphasis is placed on developing vocal technique satisfies the Core requirement in Art, Music & Theatre if through varied repertoire from vocal literature. There are taken three times. 10 one-hour lessons per semester, students may receive Graveline/One credit optional, no extra charge, may be repeated one credit per semester, and the course can be repeated for for credit further credit. Tutorial fee per semester: $500. Tartaglia/One credit MUS 195 BAND Ensemble for winds, brass, and percussion rehearses once MUS 151 APPLIED PIANO INSTRUCTION a week and performs at concerts and college functions. Applied piano instruction through weekly private lesson format. This course satisfies the Core requirement in Art, Music & Emphasis is placed on developing musicianship and keyboard Theatre.if taken three times. technique through varied repertoire from the classical idiom Hopkins/One credit optional, no extra charge, may be repeated and technical exercises. Material ranges in difficulty from early for credit intermediate to advanced depending on student’s level of ability. There are 10 one-hour lessons per semester, students may MUS 196 JAZZ ENSEMBLE receive one credit per semester, and the course can be repeated Jazz Ensemble offers the opportunity to explore and engage for further credit.Prerequisite: MUS 150, or comparable in the art of jazz performance. This ensemble studies and background in piano. Tutorial fee per semester: $500. performs blues and jazz from the modern jazz period, swing Staff/One credit era, bebop era, and other style periods of jazz. Students will be given experiences in the stylistic performance of small MUS 161 APPLIED GUITAR INSTRUCTION group jazz. Instrumentalists interested in jazz who play Applied guitar instruction through weekly private lesson winds, brass or rhythm section instruments are encouraged format. Emphasis is placed on developing musicianship and to enroll. Other instrumentalists and singers should consult technique through varied repertoire and technical exercises. the instructor before enrolling. Students will rehearse weekly Material ranges in difficulty from beginning to advanced and perform each semester. This course satisfies the Core depending on student’s ability. There are 10 one-hour lessons requirement in Art, Music & Theatre if taken three times. per semester, students may receive one credit per semester, Jost/One credit optional, no extra charge. May be repeated for credit. and the course can be repeated for further credit. Tutorial fee per semester: $500. MUS 197 STRING CAMERATA Clemente/One credit String Camerata is a chamber orchestra for intermediate to advanced string players. Students will rehearse weekly MUS 171 APPLIED ORGAN INSTRUCTION and perform each semester. String Camerata provides an Applied organ instruction through weekly private lesson opportunity for students to further improve their playing format. Emphasis is placed on repertoire and aspects of skills through in-depth study and performance of music from manual and pedal technique; elements of service playing are all eras. This course satisfies the Core requirement in Art, also incorporated. Students must have a strong background Music & Theatre if taken three times. in piano as a prerequisite. There are 10 one-hour lessons per Sulski/One credit optional, no extra charge: may be repeated for credit. semester, students may receive one credit per semester, and the course can be repeated for further credit. Tutorial fee per MUS 240 INTERMEDIATE CLASS VOICE semester: $500. A continuation of the skills developed in Beginning Graveline/One credit Voice Class. Topics include lectures, discussion, and individual and group coaching related to vocal technique MUS 181 APPLIED STRINGS INSTRUCTION and production. In addition to the discussion of reading Applied string instruction through weekly private lesson materials concerning aspects of basic vocal technique, format. Emphasis is placed on developing musicianship and class time will be devoted to group lessons and master technique through varied repertoire and technical exercises. classes, with an increased emphasis on interpretation and Material ranges in difficulty from beginning to advanced practical performance issues. Students will be expected depending on student’s ability. There are 10 one-hour lessons to give a final jury at the end of the semester as well as per semester, students may receive one credit per semester, successfully complete written exams based on readings and and the course can be repeated for further credit. Tutorial fee class discussions. Prerequisite: MUS 140. per semester: $500. Tartaglia/Three credits Sulski/One credit MUS 250 INTERMEDIATE CLASS PIANO MUS 193 CHORALE A continuation of Beginning Class Piano. Topics will Concert choir which performs choral literature from the include major and minor scales in three octaves and Renaissance to the 20th century. There will be several major chord arpeggios in inversion, accompanying primary and

43768_02_Art.indd 38 7/19/13 1:59 PM 43768_02_Art.indd 39 credit. Thereisnochargeforparticipatinginthesegroups. Theatre. Studentsmayalsoparticipateintheseensemblesforno (3 credits)canalsosatisfytheCorerequirementsinArt,Music, 196 JazzEnsemble(3credits)andMUS197StringCamerata MUS 193Chorale(3credits),195Band be obtained, but will not count toward graduation requirements. be takentosatisfygraduationrequirements.Additionalcreditsmay the sameensembleisobtained.6credits(2courses)inthisareamay Camerata willnotcountasacourseunlesstotalof3creditsin of drop/addperiod.Seedepartmenttosignup. for 10one-hourlessons.Allmusicfeesmustbeprepaidbytheend no credit,withprerequisites.Tutorial feespersemesterare$500 instruction invoice,piano,guitar, andorganisalsoavailablefor is obtained,withamaximumofsixallowed.Appliedmusic a courseunlesstotalofthreecreditsinthesameinstrument NOTE: Instructioninappliedmusicwillnotbecountedas Clemente/ provide anacousticguitar, preferablyofclassicaldesign. as audioandvideomaterialforanalysis.Thestudentmust Students willalsobeexposedtoensembleplaying,aswell picking patterns,alternatetunings,exercises,andsolos. beyond), scales,theory, barchords,strummingandfinger styles. Topics includereadingmusic(firstpositionand Group guitarinstructioninacoustictechniquesand MUS 260 Staff/ Prerequisite: MUS150. difficulty thanthatencompassingonlyfive-fingerpositions. secondary chords, transposition, and repertoire of greater Credits in Chorale, Band, Jazz Ensemble, and String Three credits Three credits INTERMEDIATE CLASSGUITAR satisfies theCorerequirementinArt,Music&Theatre. scene presentations.$20materialsfee.(Fall)Thiscourse analysis, characterization, improvisation, and especially the actor. Emphasisisplacedonvoice,movement,script theatrical approachesaimedatdevelopingthepotentialof techniques. Studentsexplorephysical,psychological,and This courseaddressesthetheoryandpracticeofbasicacting THA 387 Tivnan/ the CorerequirementinArt,Music&Theatre. set design.$20materialsfee.(Spring)Thiscoursesatisfies theatre, includingacting,make-up,lighting,costuming,and Classes intheoryandpracticumcoverspecificaspectsof muse. Classeswillalsochoreographanentiredancetogether. theatrical pieces,usingtheirownlifeexperiencesas of theatreproduction.Studentswillcreatetheirown art form.Studentsalsoengageintheanalysisandtechnique This courseisacriticalapproachtothetheatreaspersonal THA 286 THEATRE ARTS (THA) Tivnan/ audition. Labandmaterialsfee$35.(FallSpring) lighting, sound,makeup,etc.Permissionofinstructor;by analysis, acting,directing,andthetechniquesofstaging, of preparationandpresentationplay, includingscript production andpublicperformance.Focusesonallaspects A studyofcurrenttheatricalpracticeculminatinginactual 491 THA Tivnan/ Three credits Three credits Three credits ACTING THE THEATRE EXPERIENCE THEATRE WORKSHOP 7/19/13 1:59 PM

ART, MUSIC AND THEATRE 39 40 DEPARTMENT OF BUSINESS STUDIES

Associate Professors: Egidio A. Diodati, Joseph T. Foley students with the basic educational background (Chairperson), Daniel J. Jones, Francis A. Marino, Saeed to sit for various professional examinations. Mohaghegh, J. Bart Morrison, Jennifer M. Niece; The undergraduate Accounting program leading to Assistant Professors: Laura Blake, Arlene DeWitt, Cary the Bachelor’s degree continues to provide excellent LeBlanc, Catherine L. Pastille; Visiting Assistant Professors: preparation for careers in the corporate, governmental, Eric Drouart, David Hoyle, Michael Lewis, Paul and not-for-profit sectors as well as entrance into law Piwko, Frances Skypeck; Lecturers: Philip Benvenuti, school and graduate business school. Michael Donnelly, Thomas L. Fitzpatrick, Mary CPA candidates should note that most states, Kingsley, Michael Matraia, Elaine Walker. including Massachusetts, have adopted some version of what has come to be called the 150 hours rule. This rule The Department of Business Studies offers majors requires 150 semester hours of college education as a and minors that, when combined with substantial condition either to take the Uniform CPA Examination background in the liberal arts disciplines, provide or to become certified as a CPA. In Massachusetts, our students with the knowledge and skills valued by the 150 hours is a requirement for certification. the business world. Our majors also focus on helping The requirement to take the exam in Massachusetts is students build socially responsible lives with ethical 120 semester hours of college education. cores. While the new requirement does not specifically call for a graduate degree, 30 additional semester MISSION STATEMENT hours (150 hours less the 120 hours required in our The Business Studies Department of Assumption undergraduate Accounting program) does represent College offers undergraduate programs of study in a full year of study after the Bachelor’s degree. accounting, international business, management, Assumption has designed a BA/MBA program marketing, and organizational communication and to enable our CPA candidate majors to begin their a graduate business program with concentrations in graduate studies during their senior year, satisfy the management, marketing, accounting, finance, and additional hours requirement, and receive both a BA international business. These programs are part of the and MBA degree. College’s professional studies. In addition to receiving written permission to take MBA The general mission of the Business Studies courses during the senior year, BA/MBA candidates must submit Department is to create a challenging learning a formal application for acceptance into the MBA program and environment that prepares students for professional be evaluated in the normal manner. The complete application for employment in the private, public, and nonprofit admission must be submitted to the Graduate Office no later than sectors and/or graduate study. Assumption College November 1 of the candidate’s senior year. The candidate will be has a strong liberal arts tradition, and Business notified of the decision prior to the start of the spring semester, and, Studies programs augment the liberal arts courses by if accepted in the program, will be allowed to register for spring developing business students who: semester MBA courses. • gain fundamental knowledge, concepts, and Complete details of the BA/MBA program can be obtained theory of the disciplines we teach; from the MBA Director and are explained in depth in the MBA • are proficient in technical and professional skills catalog. related to the disciplines we teach; Students planning to sit for the Uniform CPA • understand and can perform in a professional Examination should consult with the Accounting environment that is multi-cultural and global; faculty no later than fall of their junior year. This will • possess the knowledge and ability to understand allow the student to devise a strategy for meeting the ethical reasoning and act in a socially responsible new educational requirements. manner; • can exercise critical thinking and creative problem Requirements solving skills and know how to make decisions; The following courses, both the accounting courses • are able to communicate effectively; and those from other disciplines, comprise the • are able to relate well to others and to perform accounting major. Please note that three of these well as an individual or as part of a team. courses (MAT 117 or its prerequisite MAT 114, ECO 110, and CSC 113 or ECO 115) also fulfill Core MAJOR IN ACCOUNTING Curriculum requirements. The Accounting program is designed to enable the student to establish a basic professional competence Freshman/Sophomore that will encourage intelligent and effective • Accounting Courses employment in both profit and nonprofit institutions. ACC 125 Principles of Accounting I The Accounting major is structured to provide ACC 126 Principles of Accounting II

43768_03_Business.indd 40 7/19/13 2:01 PM 43768_03_Business.indd 41 even Senioryear. the Freshman/Sophomorecourses intheirJunioror successfully completedthemajor bytakingsomeof sequence. Forexample, manystudentshave in planningthemajor, notintendedasaninflexible The ordersuggestedaboveisintendedasaguide In addition,anyAccountingmajormaytake: Uniform CPA ExaminationandCertificationbelow). requirements forcertification(seeRequirements requirements, butwillassistinfulfillingtheeducational courses isrequiredtomeettheundergraduatedegree the majorrequirementslistedabove.Noneofthese The followingelectivesareavailabletosupplement • • Upper Level •

IDS 250 OR otherBusinessStudiesCourses ACC 430 ACC 399 ACC 350 ACC 332 ACC/MGT 331 BUS 320 BUS 316 BUS 215 ECO 325 Other Disciplines ACC 420 ACC 320 ACC 310 ACC 211 ACC 210 ACC 201 ACC 200 Accounting Courses ECO 115 MKT 101 MGT 100 CSC 113 MAT 117 ECO 111 ECO 110 Other Disciplines Individual IncomeTax Assistance Business LawI Corporate Finance Seniors only) Auditing Labfor4credits— Auditing (maybetakenwith Advanced Accounting Federal IncomeTaxes Accounting InformationSystems Cost Accounting Intermediate AccountingII Intermediate AccountingI Statistics Principles ofMarketing Behavior Management andOrganizational Programming or CSC117Introductionto Introduction toComputerScience Calculus I Macroeconomics Microeconomics sibilities forAccountants Ethics andProfessionalRespon Internship inBusiness Personal FinancialManagement Forensic Accounting Fraud Examination and WhiteCollarCrime Issues inCorporateGovernance Business LawII

- Area 2: Area 1: specific educationrequirementsforcertification: CPA Examinationshouldtakethefollowingcoursestofulfill for certificationinMassachusettsaftersuccessfulcompletionofthe for theexaminationinMassachusetts.Studentswhowishtoapply The undergraduateaccountingcurriculumqualifiesastudenttosit they intendtositfortheexaminationandapplycertification. should checkwiththeBoardofAccountancyinstatewhere Massachusetts; therequirementsmaydifferinotherstates.Students There arespecificrequirementstotaketheCPA Examinationin AND CERTIFICATION: REQUIREMENTS FORUNIFORMCPA EXAMINATION Curriculum requirements. 110, andCSC113orECO 115)alsofulfillCore courses (MAT 117oritsprerequisite MAT 114,ECO management major. Pleasenotethatthreeofthese and thosefromotherdisciplines) comprisethe The followingcourses(both themanagementcourses Requirements following areas: and sharpenknowledge,skills,abilitiesinthe law, and related areas. The curriculum seeks to develop and for graduate studies in business disciplines, the zations, forcorporatemanagementtrainingprograms, sional managementofprofitornon-profitorgani Management studentsarereadyforpositionsinprofes through anunderstandingofhowtheyfunction. and contributetothedevelopmentoforganizations to developthestudent’s abilitytoidentify, analyze, The Managementmajorcurriculumisstructured MAJOR INMANAGEMENT  PHI 320 Business Ethics • • • • • • At leastonecourseineacharea: Interpersonal relations,groupdecision-making, Strategy developmentandimplementation Analytical andstrategicthinkingabilities Quantitative andqualitativeanalysismethods Communication (oral,written,andelectronic) Principal managementactivitiesofplanning, diversity, andleadership organizing, staffing,leading,andcontrolling ACC 350 BUS 320 BUS 316 IDS 250 ACC 332 ACC 331 ACC 430 and WhiteCollarCrime Assistance accounting major course notrequiredforthe sibilities forAccountants Personal FinancialManagement Issues inCorporateGovernance Business LawII Individual IncomeTax Forensic Accounting Fraud Examination Any business or Ethics andProfessionalRespon economics - - - 7/19/13 2:01 PM

BUSINESS STUDIES 41 42 DEPARTMENT OF BUSINESS STUDIES

Freshman/Sophomore The student will develop an understanding of the • Management risks, rewards and challenges inherent in the marketing MGT 100 Management and Organizational profession while developing the ability to identify, Behavior analyze, and respond to these challenges. • Other Disciplines ACC 125 Principles of Accounting I Requirements ACC 126 Principles of Accounting II The following courses (both the marketing courses and CSC 113 Introduction to Computer Science or those from other disciplines) comprise the marketing CSC 117 Introduction to Programming major. Please note that three of these courses (MAT 117 ECO 110 Microeconomics or its prerequisite MAT 114, ECO 110, and CSC 113 ECO 111 Macroeconomics or ECO 115) also fulfill Core Curriculum requirements. ECO 115 Statistics MAT 117 Calculus Freshman/Sophomore MKT 101 Principles of Marketing • Marketing MKT 101 Principles of Marketing Upper Level • Other Disciplines • Management Courses ECO 110 Microeconomics MGT 210 Quantitative Methods ECO 111 Macroeconomics MGT 220 Production and Operations MAT 117 Calculus Management CSC 113 Introduction to Computer Science or MGT 400 Business Strategy (Capstone: CSC 117 Introduction to Programming Seniors only) ACC 125 Principles of Accounting I • Other Disciplines ACC 126 Principles of Accounting II ECO 325 Corporate Finance ECO 115 Statistics BUS 215 Business Law I MGT 100 Management and Organizational Behavior MANAGEMENT MAJORS MUST SELECT FOUR ELECTIVES FROM THE FOLLOWING LIST: Upper Level MGT 300 Human Resources Management • Marketing MGT 301 Environments of Business MKT 309 Marketing Management MGT 302 Management Information Systems • Other Disciplines MGT 303 Purchasing and Supply Management MGT 210 Quantitative Methods BUS 304 Business Research BUS 215 Business Law I MGT 305 Strategic Leadership ECO 325 Corporate Finance INB 307 International Management MGT 400 Business Strategy (Capstone: MKT 309 Marketing Management Seniors only) MGT 311 Diversity in the Work Force MGT 315 Services Management Marketing majors must select four electives from the INB 318 Asian Business Practices following list: INB 320 European Business Practices MGT 301 Environments of Business MGT 325 Small Business and Entrepreneurship MKT 302 Management Information Systems MGT 331 Fraud Examination BUS 304 Business Research MGT 342 Sport Management MGT 305 Strategic Leadership BUS 399 Internship in Business INB 306 International Marketing MKT 308 Consumer Marketing Behavior The order suggested above is intended as a guide in MKT 310 Advertising planning the major, not an inflexible sequence. For MGT 311 Diversity in the Work Force example, many students have successfully completed MKT 312 Sales Management the major by taking some of the Freshman/Sophomore MKT 314 Services Marketing courses in their Junior or even Senior years. MKT 316 Public Relations INB 318 Asian Business Practices MAJOR IN MARKETING INB 320 European Business Practices The major in Marketing is designed to provide the MKT 322 Business-to-Business Marketing student with the educational background necessary MGT 325 Small Business and Entrepreneurship to function successfully in sales, advertising, public MKT 326 Marketing on the Internet relations, merchandising, product and brand MKT 344 Sports Marketing management, and other marketing occupations. BUS 399 Internship in Business

43768_03_Business.indd 42 7/19/13 2:01 PM 43768_03_Business.indd 43 than thatusedtosatisfythelevel 3requirement. course atanylevel.Thisforeign languagewillbeother competency mayalsobesatisfied throughAPlevel4. requirement byselectingthelanguage option.Language business majorsareencouraged tosatisfytheirCore One ForeignLanguagecourseatlevel3.International Area II:InternationalBusinessCore(6courses) Area I:BusinessKnowledgeCore(9courses) divided intothreeareas: The coursesintheInternationalBusinessMajorare Requirements training program,ortoproceedgraduatestudies. involvement, ortoenteracorporatemanagement and themanyotheragenciesthathaveinternational as theForeignService,DepartmentofCommerce, seek government employment with agencies such marketing, managementandmanufacturingorto global organizationinthefunctionalareasof Upon graduation,studentsarepreparedtoentera theology. history, geography, philosophy, politicalscience,and arts disciplinessuchasforeignlanguage,literature, this majordrawsuponthestrengthsofrelatedliberal Along withastrongfoundationofbusinesscourses, history, language,andpracticesofothercultures. tional Businessstudentsneedtounderstandthe function successfullyinglobalenvironments.Interna learning experiencesdesignedtopreparethem provide studentswithaparticularlywidevarietyof The InternationalBusinessmajorisdesignedto MAJOR ININTERNATIONAL BUSINESS courses intheirJuniororevenSenioryear. the majorbytakingsomeofFreshman/Sophomore example, manystudentshavesuccessfullycompleted planning themajor, notaninflexiblesequence. For The ordersuggestedaboveisintendedasaguidein One additional foreign language or linguistics MGT 400 INB 307 INB 306 MGT 210 MKT 101 MGT 100 ECO 325 ECO 115 ECO 111 ECO 110 ACC 126 ACC 125 (Capstone: Seniorsonly) Business Strategy International Management International Marketing Quantitative Methods Principles ofMarketing Behavior Management andOrganizational Corporate Finance Statistics Principles ofMacroeconomics Principles ofMicroeconomics Principles ofAccountingII Principles ofAccountingI

- Department ofBusinessStudies. this learninggoalwillbeapprovedbytheChair, cultures. Additionalcourseswhichclearlysupport The focusofthisareaistobuildknowledgeother Depth (3courses,oneineachof3areas) Area III:InternationalBusinessCulturalLiteracy foreign languagecompetencyissatisfiedbyAPcredits: PHILOSOPHY HISTORY GEOGRAPHY THEOLOGY ANTHROPOLOGY GEO 224 GEO 222 GEO 108 BUS 399 ECO 354 ECO 353 INB 334 INB 320 INB 318 One from among the following courses, or two if THE 383 ANT 235 ANT 230 ANT 131 POL 375 POL 371 POL 333 POL 332 POL 207 POLITICAL SCIENCE PHI 365 HIS 291 HIS 283 HIS 282 HIS 281 HIS 272 HIS 267 HIS 251 HIS 242 HIS 222 HIS 210 HIS 204 GEO 251 GEO 232 Regional GeographyofAsia America Regional GeographyofSouth World PopulationIssues Internship inBusiness International Finance International Trade OR Organizational Perspectives International Communication: European BusinessPractices Asian BusinessPractices Asian Traditions Ethnography ofLatinAmerica Special Topics Cultural Anthropology The StudyofInternationalRelations Foreign PolicyandDiplomacy Asian Politics Russian andPost-SovietPolitics Peace andWar Late ModernPhilosophy Islamic MiddleEastII Modern China:War andRevolution Japan From1868toPresent Asian Historysince1800 Germany since1890 Since 1898 United StatesForeignRelations Modern LatinAmericasince1821 Russia since1917 Great Britainafter1760 20th Century Diplomatic HistoryofEuropeinthe Early ModernEurope Economic Geography Regional GeographyofAfrica 7/19/13 2:01 PM

BUSINESS STUDIES 43 44 DEPARTMENT OF BUSINESS STUDIES

MAJOR IN ORGANIZATIONAL ACC 350 Personal Financial Management COMMUNICATION LIN 221 Sociolinguistics Effective communication, a widely recognized goal BUS 304 Business Research of a liberal arts education, is a key element in the INB 306 International Marketing successful practice of management. The Organiza- INB 307 International Management tional Communication major builds on the strengths MKT 308 Consumer Marketing Behavior of a liberal arts curriculum to produce a set of MKT 309 Marketing Management competencies valued in the business environment and MKT 310 Advertising transferable across many sectors. Students who major MGT 311 Diversity in the Work Force in Organizational Communication will be prepared MKT 312 Sales Management to enter the world of management, including profit, MKT 314 Services Marketing non-profit, government and entrepreneurial organi- MKT 316 Public Relations zations, and will be strong candidates for corporate MKT 326 Marketing on the Internet management development programs. INB 334 International Communication: Organizational Communication is a 16-course Organizational Perspectives (if not major with 11 required courses. There is a set of taken to meet Area III requirement) six core business courses, a writing course, three MKT 344 Sports Marketing core management communication courses, and an internship or a portfolio management course. Students may petition the department chair for approval of other non-departmental courses that Requirements support the organizational communication major. Area I: Business Knowledge Core (six courses) ACC 125 Principles of Accounting I MINORS IN BUSINESS CSC 113 Introduction to Computer Science Students interested in learning more about business or CSC 117 Introduction to beyond the level of the introductory courses are Programming encouraged to consider the minors in accounting, ECO 110 Principles of Microeconomics marketing, international business, or management. ECO 115 Statistics Coupling a minor with a liberal arts major creates MGT 100 Management and Organizational an attractive program. Minors must be specified in Behavior writing and approved by the department chair. All MKT 101 Principles of Marketing minors in the Business Studies Department require the completion of 21 credits. Area II: Writing Course (1 Required) ENG 201 Writing Workshop: Argument and MINOR IN ACCOUNTING Persuasion Required Courses ENG 304 Business and Technical Writing ACC 125 Principles of Accounting I ENG 308 Writing and Editing ACC 126 Principles of Accounting II MGT 100 Management and Organizational Area III: Core Communication Courses (3 Required) Behavior OR OCM 200 Communication Theory MKT 101 Principles of Marketing OCM 333 Strategic Managerial ­Communication Electives PSY 220 Interpersonal Communication OR Four electives chosen from the following: INB 334 International Communication: ACC 200 Intermediate Accounting I Organizational Perspectives ACC 201 Intermediate Accounting II Area IV: Internship Capstone Experience (1 Required) ACC 210 Cost Accounting OCM 398 Portfolio Management ACC 211 Accounting Information Systems or IDS 250 Individual Income Tax Assistance OCM 399 Internship in Business ACC 310 Federal Income Taxes Area V: Major Electives (5 required, limit 2 from ACC 320 Advanced Accounting outside the Department of Business Studies) ACC 330 Fraud Examination ENG 201* Writing Workshop: Argument and ACC 350 Personal Financial Management Persuasion ACC 420 Auditing ENG 304* Business and Technical Writing ACC 430 Ethics and Professional Responsi- ENG 308* Writing and Editing bilities for Accountants

*If not taken to fulfill the Area II writing course requirement

43768_03_Business.indd 44 7/19/13 2:01 PM 43768_03_Business.indd 45 Required Courses MINOR ININTERNATIONAL BUSINESS (Only oneofINB318or320maycount). Four electiveschosenfromthefollowing: Electives Required Courses MINOR INMARKETING Plus oneofthefollowing: FORENSIC ACCOUNTING MINOR INFRAUDEXAMINATION AND MKT 101 MGT 100 ACC 125 MKT 344 MKT 326 MGT 325 MKT 322 INB 320 INB 318 MKT 316 MKT 314 MKT 312 MKT 310 MKT 309 MKT 308 INB 306 BUS 304 ACC 125 MKT 101 MGT 100 CSC 335 MGT 301 PHI 320 ACC 430 ACC 420 ACC 211 SOC 242 BUS 320 Management/ ACC 332 ACC/MGT 331 100 MGT ACC 126 ACC 125 Principles ofMarketing Behavior Management andOrganizational Principles ofAccountingI Sports Marketing Marketing ontheInternet Small BusinessandEntrepreneurship Business-to-Business Marketing European BusinessPractices Asian BusinessPracticesor Public Relations Services Marketing Sales Management Advertising Marketing Management Consumer MarketingBehavior International Marketing Business Research Principles ofAccountingI Principles ofMarketing Behavior Management andOrganizational Computer &DataSecurity Environments ofBusiness Business Ethics Accts. Ethics &Prof.Responsibilitiesfor Auditing Accounting InformationSystems Criminology Crime Governance &WhiteCollar Issues inCorporate Forensic Accounting Fraud Examination Organizational Behavior Principles ofAccountingII Principles ofAccountingI

Required Courses MINOR INMANAGEMENT for oneoftheaboveelectives. the BusinessStudiesDepartmentmaybesubstituted dimension choseninconsultationwiththeChairof One non-businesscoursewithaninternational (Only oneofECO353or354maycount) Choose fourfromthefollowing: Electives considering lawschoolshouldchoose amajorthatintereststhem, under “CooperativeProgramsof Study.” Aboveall, students for allstudentsconsideringlawschool. Seethe“Pre-Law”section advising, co-curricularactivities, and developmentopportunities law school.Assumption’s Pre-LawProgramprovidespersonalized with astrongliberaleducation,provideexcellentpreparationfor confirms thatmajorsandminorsacrossthecurriculum,combined A NOTEONPRE-LAW: (Only oneofINB318or320maycount). Four electiveschosenfromthefollowing: Electives MGT 100 ECO 354 ECO 353 INB 334 INB 320 INB 318 MGT 311 INB 307 INB 306 MGT 342 MGT 331 MGT 325 INB 320 INB 318 MGT 315 MGT 311 MGT 305 INB 307 BUS 304 MGT 303 MGT 302 MGT 301 MGT 300 MGT 220 MGT 210 ACC 125 MKT 101 Management andOrganizational International Finance International Trade Organizational Perspectives International Communication: European BusinessPractices Asian BusinessPractices Diversity intheWorkforce International Management International Marketing Sport Management Fraud Examination Small BusinessandEntrepreneurship European BusinessPractices Asian BusinessPracticesor Services Management Diversity intheWork Force Strategic Leadership International Management Business Research Purchasing andSupplyManagement Management InformationSystems Environments ofBusiness Human ResourcesManagement Management. Production andOperations Quantitative Methods Principles ofAccountingI Principles ofMarketing Behavior

The AmericanBarAssociation 7/19/13 2:01 PM

BUSINESS STUDIES 45 46 DEPARTMENT OF BUSINESS STUDIES

pursue academic excellence in that field, and contact the pre-law ACC 210 COST ACCOUNTING advising coordinator, Prof. Bernard J. Dobski, at 508 767-7369 Deals with the processing, reporting, and use of accounting or by e-mail at [email protected]. data for managerial decision making. Focuses on the use of cost accounting as a highly developed quantitative device for the selection and achievement of objectives. Emphasis on cost/volume/profit relationships, job-order costing, process costing, activity-based costing, standard costs, budgeting, COURSE capital budgeting, and performance evaluation. Prerequisite: ACC 125–126. descriptions Jones, Piwko/Three credits ACC 211 ACCOUNTING INFORMATION SYSTEMS The overall objective of the course is to develop a framework ACCOUNTING (ACC) for the analysis and design of accounting information Accounting 125 is a prerequisite for Accounting 126, and the systems. Based on this framework, the objective is then to Accounting 125–126 sequence is required for all accounting, show the student how to analyze accounting information management, marketing, and international business majors. systems that satisfy the transaction processing, reporting, decision making, and internal control requirements. Prereq- ACC 125 PRINCIPLES OF ACCOUNTING I uisite: ACC 125–126. An introduction to accounting concepts for financial Niece/Three credits reporting. Accounting theories and principles relative to asset valuation, liability reporting, and income determi- ACC 310 FEDERAL INCOME TAXES nation will be examined. The uses and limitations of external The course will focus on the Federal Internal Revenue Code, financial reports will be emphasized. its origins, organizations, principles, and application. The Foley, Jones, Marino, Niece, Piwko, Skypeck/Three credits emphasis will be on the tax consequences of decisions made by both individuals and corporations. Specific practical ACC 126 PRINCIPLES OF ACCOUNTING II problems will be used to illustrate the application of many of A consideration of some of the more complex areas of the basic principles of taxation. Consideration will be given financial accounting and an introduction to managerial to the historic, economic, and social causes and effects of tax accounting and its role in the planning and control of law. Prerequisite: ACC 201 or permission of instructor. (Fall) business operations. Changes in financial position, analysis Skypeck/Three credits of financial statements, cost accounting, and budgeting will be examined. The impact of accounting information on ACC 320 ADVANCED ACCOUNTING internal decision making will be emphasized. Prerequisite This course concentrates on advanced applications ACC125. of financial accounting concepts not considered in Foley, Jones, Marino, Niece, Piwko, Skypeck /Three credits depth in previous courses. Topics covered may include partnership organization, operation, and liquidation; ACC 200 INTERMEDIATE ACCOUNTING I business combinations; special financial reporting issues, An intensive study of financial accounting and reporting governmental and non-profit accounting; Securities and problems. The class will discuss generally accepted Exchange Commission requirements; and financial reporting accounting principles as applied to income determination, by multinational companies. The objective of the course cash, receivables, investments, inventories, and productive is to expand and refine the problem-solving techniques resources. Emphasis is on the theory and practice of providing introduced in ACC 200–201. Prerequisite: ACC 200–201. useful information to external financial statement users. (Spring) The course will include coverage of the primary differences Marino/Three credits between U.S. GAAP and International Financial Reporting Standards (IFRS). Prerequisite: ACC 125–126. (Fall) ACC 331 FRAUD EXAMINATION Foley/Three credits This course examines the subject of fraud from both management and accounting perspectives. Utilizing a variety ACC 201 INTERMEDIATE ACCOUNTING II of techniques including text, lecture, case studies, and A continuation of ACC 200. Discussion focuses on debt occasional training videos, the course seeks to familiarize and equity capital issues, leases, pensions, earnings per students with the conditions which facilitate fraud, the share, income taxes, and cash flow. The course will include profile of the fraud perpetrator, common types of fraud, coverage of the primary differences between U.S. GAAP and methods of prevention, detection, and resolution. and International Financial Reporting Standards (IFRS). Numerous historical cases of fraud are examined. Prereq- ­Prerequisite: ACC 200. (Spring) uisites: ACC125–126, MGT100. Foley/Three credits Marino/Three credits

43768_03_Business.indd 46 7/19/13 2:01 PM 43768_03_Business.indd 47 Marino/ Microsoft Excel.(Fall) in publicaccounting. Presumes a workingknowledgeof presented inACC420.Primarily forstudentsinterested as anaudittoolwhilereinforcing conceptualfoundations software, itexaminestheroleofpersonalcomputer of anauditpracticecase,MicrosoftExcel,andother majors concurrentlyenrolledinACC420.Throughtheuse This optionallabcourseisopenonlytoSeniorAccounting ACC 420L four credits Marino/ standing andACC200–201.(Fall) preparation oftheauditor’s report.Prerequisites:Senior profession, the structure and conduct of the audit, and the professional liabilityofauditors,ethicstheaccounting Emphasis is on generally accepted auditing standards, An examinationofthetheory andpractice of auditing. ACC 420 Staff/ offered. by theinstructor. Topics willchangeeachtimethecourseis This course permits the study ofselected topics asdesignate 395 ACC Staff/ Permission ofthedepartmentchairisrequired. Open tohighlyqualifiedjuniorandseniormajors. ACC 385 Foley, Jones,Skypeck/ (Spring) Prerequisite: Seniorstandingorinstructor’s permission. solid groundinginpersonalfinancialmanagementprinciples. insurance, and record keeping. It will provide students with a selection, housing,inflation,transportation,consumercredit, accordingly, thecoursewillincludediscussionofinvestment overall personalfinancialplanisthefocusofcourseand, on therealizationofanindividual’s financialobjectives.The This coursewillexaminepersonalchoicesandtheirimpact ACC 350 Staff/ key concepts.Prerequisite:ACC/MGT331.(Spring) Cases fromthetextandothersourcesareusedtoillustrate frauds, businessvaluations,andmatrimonialsettlements. financial investigations,includingthoserelatedtobusiness techniques. Thereiscoverageofthestructureforensic management fraudindepthwithemphasisondetection includes discussionofspecifictypesoccupationaland including commontypesofengagementsperformed.It course. Thecoursecoverstheroleofforensicaccountant ACC/MGT 331,andbuildsupontheconceptslearnedinthat This course serves as a follow-on to Fraud Examination, 332 ACC Three credits Three credits Three credits One credit May betakenwithoutLabforthreecredits or with Lab for AUDITING LAB AUDITING IN ACCOUNTINGSPECIAL TOPICS INDEPENDENT STUDY IN ACCOUNTING PERSONAL FINANCIALMANAGEMENT FORENSIC ACCOUNTING Three credits Niece/ Worcester residents.(Spring) electronic preparation of tax returns for low-income software. Studentswillapplytheirlearningthroughthe taxpayers. Theywillalsobecomeproficientwithtax researching individualtaxcreditstargetedatlow-income sociological issues,suchassocialclass,inadditionto with community servicelearning.Studentsexamine This coursecombinesthestudyoflow-incometaxpayers 250 IDS Marino, Niece/ examined andemphasized.Pre-requisite:ACC126. the components of an ethical decision-making model are with varioustypesofethicallychallengingsituations,and legal responsibilities. Cases are used to acquaint students of Professional Conduct is examined in depth, along with confronted byprofessionalaccountants.TheAICPA Code professional responsibilitiesinthecontextofsituations This courseexaminesethicaldecision-makingandother ACC 430 Fitzpatrick/ majors. (Spring) Uniform Commercial Code. Prerequisite: senior accounting and other topics. Special emphasis will be placed onthe corporations, partnerships,negotiableinstruments,agency, exams. BusinessLawIIwillexaminethelawofcontracts, Intended forstudentspreparingtosittheCPA BUS 316 Diodati, Drouart,Mohaghegh/ (Spring) 115, andJunior/Seniorstandingorpermissionofinstructor. the decision-maker’s needs.Prerequisites:MKT101,ECO findings. Discussionfocusesonhowbusinessresearchfits field work,statisticalanalysis,andreportingtheresearch research design,datacollection,samplingprocedures, for collectingandanalyzingdata:researchobjectives, and problems.Thecourseteachesthefollowingtechniques conditions inordertoidentifyspecificbusinessopportunities Students willlearnhowtoscantheenvironmentofchanging BUS 304 Donnelly, Fitzpatrick,Kingsley/ majors. open toFreshmen,preferenceJuniorandSeniorbusiness and theirimpactonbusinessdecisions.Prerequisites:Not is onthebasicstructureoflegalrightsandobligations An analysisofthelegalenvironmentbusiness.Emphasis BUS 215 BUSINESS (BUS) Three credits Three credits EPNIIIIS O ACCOUNTANTS FOR ­RESPONSIBILITIES (CSL) INDIVIDUAL INCOME TAXINDIVIDUAL ASSISTANCE(CSL) ETHICS AND PROFESSIONAL BUSINESS LAW II BUSINESS RESEARCH BUSINESS LAW I Three credits Three credits Three credits 7/19/13 2:01 PM

BUSINESS STUDIES 47 48 DEPARTMENT OF BUSINESS STUDIES

BUS 320 ISSUES IN CORPORATE GOVERNANCE AND decision-making processes that are integral to marketing WHITE COLLAR CRIME on a global basis. An appreciation will be developed for the This course covers the subject of corporate governance ever-changing environmental factors and risks (economic, focusing on the roles of top management and the board of cultural, and political/legal) that impact the international directors. Recent changes initiated by the Sarbanes Oxley marketing field. The course will include readings, lectures, Act are discussed. The importance of ethical leadership discussions, cases, reports, and presentations. Prereq- is stressed. The course also covers the subject of white uisites: MGT 100, MKT 101, and Junior/Senior standing or collar crime, defining and discussing the major types of permission of instructor. this criminal activity. The roles of top management and Diodati, Drouart/Three credits the board of directors in both the commission and the prevention of white collar crime are covered at length. INB 307 INTERNATIONAL MANAGEMENT Various resources such as recent cases of white collar crime, This course provides an in-depth examination of the and websites such as those of the FBI and the National managerial issues confronting managers as they plan, White Collar Crime Center are incorporated into the course. organize, staff, and control global/transnational operations. Prerequisite: MGT 100 & ACC 125 & 126. The basic premise is that management in a global environment differs in many ways from management of a BUS 385 INDEPENDENT STUDY IN MANAGEMENT, firm doing business within national boundaries. Specific MARKETING, INTERNATIONAL BUSINESS, topics include the cultural context of international business, OR ORGANIZATIONAL COMMUNICATION planning, implementation, personnel selection, labor Open to highly qualified junior and senior majors. relations, communication, motivation, control, and ethics/ Permission of the department chair is required. social responsibility. The course includes readings, lectures, Staff/Three credits cases, experiential exercises, and discussions. Prereq- uisites: MGT 100, MKT 101, and Junior/Senior standing or BUS 395 SPECIAL TOPICS IN MANAGEMENT, permission of instructor. MARKETING, INTERNATIONAL BUSINESS Diodati, Drouart/Three credits OR ORGANIZATIONAL COMMUNICATION This course permits the study of selected topics as INB 318 ASIAN BUSINESS PRACTICES designated by the instructor. Topics will change each time This course examines the evolving business practices of the course is offered. Asian countries vis-à-vis a scrutiny of influences, such as Staff/Three credits history, geography, demography, religion, value systems, politics/legal structures, and language(s). This will provide BUS 399 INTERNSHIP IN BUSINESS the student with both a multicultural sensitivity and a basic This course is open to junior/senior students approved by set of skills for functioning in specific Asian markets. The the instructor who meet the college-wide internship standard course is grounded, but certainly not limited to, the major of a minimum GPA of 2.8. It provides the interning student countries of the region: China (PRC/ROC), Japan, North with a valuable experiential learning opportunity, and and South Korea, Brunei, Indonesia, Malaysia, Philippines, includes field-based training experience in either the private, Singapore, Thailand, India, Pakistan, Sri Lanka, Vietnam, industrial, not-for-profit, or governmental sectors. Students Myanmar, Cambodia, and Laos. Prerequisite: MGT 100, must attend weekly seminar meetings to complete regular MKT 101, or permission of instructor. academic assignments and process observations about the Diodati, Drouart/Three credits internship experience. Students complete a major paper that links theory in the field to the internship experience. INB 320 EUROPEAN BUSINESS PRACTICES Dewitt/Three credits The course examines the evolving business practices of European countries vis-à-vis a scrutiny of influences, INTERNATIONAL BUSINESS (INB) such as history, geography, demography, religion, value systems, political/legal structures and languages(s). This will INB 306 INTERNATIONAL MARKETING provide the student with both a multicultural sensitivity This course explores marketing across national boundaries and a basic set of skills for functioning in specific European and within foreign countries, as well as the coordination markets. This course is grounded, but certainly not limited of marketing in multiple international markets. It examines to, the major countries of the region: Austria, Belgium, plans, strategies, and tactics that are developed to cope with Denmark, Finland, France, Germany, Greece, Ireland, Italy, the problems and opportunities presented in the interna- Luxembourg, Nehterlands, Portugal, Spain, Sweden, and tional arena. Specific topics will include cultural differences, the United Kingdom. Prerequisite: MGT 100, MKT 101, or marketing intelligence, foreign market entry, product policy, permission of instructor. distribution, advertising/promotion, pricing, planning, and Drouart, Diodati/Three credits controlling the international marketing organization. The student will be exposed to the unique challenges and the

43768_03_Business.indd 48 7/19/13 2:01 PM 43768_03_Business.indd 49 Mohaghegh, Pastille/ planning. Prerequisite:MGT210. (Spring) management, suchasfacilities planningandtechnology project scheduling.Dealswithtopics pertainingtocapacity process design, inventory models, break-even analysis, and of suchstandardtoolsandtechniquesasforecasting, profit, andpublicorganizations).Developsanunderstanding and operationsmanagement(applicabletoservices,not-for- zations using two approaches: manufacturing management Examines theproductivefunctionofavarietyorgani MGT 220 Mohaghegh/ open toFreshmen. and management. Prerequisites: ECO 115, MGT 100. Not solutions toappropriateproblemsinbusiness,economics, network models,queuingmodels.Examinescomputer optimization algorithms,variationsofthesimplexmodel, deterministic andstochasticmodelslinearprogramming, with environmentuncertainties.Coversintroductionto fication, problem-solving,decisionmaking,andcoping administration relevant tothe process of problem identi Focuses onproblemsandissuesofmanagement MGT 210 Pastille / DeWitt, Diodati,Drouart,LeBlanc,Lewis,Mohaghegh, not betakeninsamesemesterasMKT101. communicating, andcontrollingfunctions.MGT100should course examinestheplanning,organizing,staffing,leading, roles ofmanagersthatsupporteffectiveperformance.The and theinterpersonal,informational,decision-making course buildsanunderstandingofkeymanagerialskills interpersonal, andgroupbehaviorintheorganization.The and managerial/leadership style to explore individual, as power, authority, conflict, motivation, communication, theories andprinciplestosuchorganizationalphenomena processes, functions,anddynamics.Itappliesselected approach to investigating organizational structures, This courseintroducesandemphasizes the systems MGT 100 MANAGEMENT (MGT) Morrison/ business negotiations.Prerequisite:MGT100. with eachother, worktogetheronteams,andconduct between personsofdifferentculturesastheycommunicate to thestudyofwritten,oralandnon-verbalcommunication business organizations.Itemphasizesaprocessapproach concepts ofinterculturalcommunicationastheyapplyto This courseisanintroductiontothemajortheoriesand INB 334 Three credits Three credits MANAGEMENT BEHAVIOR ORGANIZATIONAL PERSPECTIVES PRODUCTION AND OPERATIONS QUANTITATIVE METHODS MANAGEMENT AND ORGANIZATIONAL INTERNATIONAL COMMUNICATION: Three credits Three credits - - business relations,andrapidlyshiftingsocietalexpectations. rapidly changingtechnology, businessethics,government- ically examineschangingbusinessvalues,theimpactof impact onmanagerialprocessesanddecision-making.Specif which surround any organization, and which have a growing Investigates selected components of the macro-environment MGT 301 LeBlanc/ standing. protection. Prerequisites: MGT 100, and Junior/Senior health, demandsforjobsatisfaction,andenvironmental personnel manager, suchasaffirmativeaction,safety and course focusesonnewandchangingresponsibilitiesofthe sation, discipline,employeerelations,anddueprocess.The performance appraisal,promotionandtransfer, compen administrative decisions,suchastraininganddevelopment, resources planning,andrecruiting/selecting.Italsoexplores decisions, suchasjobevaluationanddesign,human total organization.Itinvestigatesstrategichumanresources This course examines the relationship of an employee to the MGT 300 Mohaghegh/ objectives. (Fall) capital isoptimized.Casestudies willenhancelearning and finalproductssothatusage ofpersonnel,facilities,and systems, traffic,receiving,storage,andcontrolofmaterials mental purchasing,legalconsiderations,computer-based negotiation, makeorbuydecisions,institutionalandgovern supply, internationalbuying,contractsandpricing practices, covered includedpurchasing,qualityassurance,sourcesof flow ofmaterialsthroughanorganization.Topics tobe understanding of the planning and controlling of the total This courseisdesignedtoprovidethestudentwithan MGT303 Mohaghegh, Pastille/ Junior/Senior standing.(Spring) cybernetic theory. Prerequisites:CSC113,MGT100,and programming, budgetingsystem,flowcharting,and surveys specificMIS toolssuchassimulations, planning, for purposesofplanning,operations,andcontrol.Italso uses withinageneralsystemsframeworkinitsutilization materials, and technology, and views information and its a keyorganizationalresourceparalleltopeople,money, and guidingoperationaldecisions.Treats informationas purposes ofdefiningandimplementinggoalsobjectives Examines the role of information in the organization for MGT302/MKT 302 Pastille/ Prerequisites: MGT100andJunior/Seniorstanding.(Fall) and safetyofemployees,employmentminorities. with regardtopollutioncontrol,energyconservation,health Also exploresselectedissuessuchasbusinessresponsibility Three credits Three credits THE ENVIRONMENTSOFBUSINESS HUMAN RESOURCESMANAGEMENT PURCHASING AND SUPPLY MANAGEMENT Three Credits Three credits SYSTEMS MANAGEMENT INFORMATION - - - 7/19/13 2:01 PM

BUSINESS STUDIES 49 50 DEPARTMENT OF BUSINESS STUDIES

MGT 305 STRATEGIC LEADERSHIP MGT 331 FRAUD EXAMINATION Leadership is the process of transforming organizations This course examines the subject of fraud from both from what they are to what the leader would have them management and accounting perspectives. Utilizing a variety become. This course builds upon the basic knowledge of of techniques including text, lecture, case studies, and leadership theory and practice provided in an introduction occasional training videos, the course seeks to familiarize to management and organizational behavior course, and students with the conditions which facilitate fraud, the prepares the student for a capstone course in business profile of the fraud perpetrator, common types of fraud, strategy by (1) expanding the scope and depth of the and methods of prevention, detection, and resolution. student’s knowledge of leadership theories in the context Numerous historical cases of fraud are examined. Prereq- of creating strategy in a globalized world, (2) building the uisites: ACC125–126, MGT100. student’s capacity to apply leadership theory to situations Marino/Three credits arising from the economic, social and environmental conditions that are transforming our world in the early 21st MGT 342 SPORT MANAGEMENT century, and (3) developing the student’s self-knowledge of Sport has become a multibillion dollar industry, and as his or her actual as well as desired leadership style. Prereq- such, requires increasingly sophisticated and innovative uisites: MGT 100. management. This course introduces students to the business Morrison, Pastille/Three credits of sport. Students will learn the concepts, principles, and practices of managing sport organizations and sporting MGT 311 DIVERSITY IN THE WORK FORCE events as well as gaining an overview of the sport industry. The purpose of this seminar is to explore the issues and the This course builds on the skills and knowledge from an challenges of managing an increasingly diverse work force. introductory management and organization course as The course focuses on preparing students to work and to students learn to apply organizational, management, and manage in multicultural organizations. Special emphasis is leadership principles to sport organizations. Students will placed on topics related to the impact of gender, race, and also study change and innovation in both sport organizations ethnicity, and other differences on interpersonal relations as well as the sport industry. Prerequisite: MGT 100 and group behavior within a managerial organizational Lewis/Three Credits context. Prerequisite: MGT100 or permission of instructor. LeBlanc/Three credits MGT 400 BUSINESS STRATEGY (CAPSTONE) MGT 315 SERVICES MANAGEMENT This course serves to integrate prior studies in This course provides students with the concepts and tools management, marketing, human resources, organizational necessary to manage service operations effectively. The behavior, production, finance, and accounting. The primary strategic focus should also provide entrepreneurially inclined objective is to develop the student’s ability to think strate- students with the foundation to start their own service gically in analyzing industry and competitive situations business. The course explores the dimensions of successful facing a business in order to formulate strategic action service firms, prepares students for enlightened management, plans. Prerequisites: Senior Management, Marketing and and suggests creative entrepreneurial opportunities. International Business majors and ECO 325. Capstone Beginning with the service encounter, service managers course: must be taken in the undergraduate college at must blend marketing, technology, people, and information Assumption. to achive a distinctive competitive advantage. This course Drouart, Morrison, Pastille /Three credits looks at service management from an integrated viewpoint. The material integrates marketing, strategy, technology, and MARKETING (MKT) organizational issues. Prerequisites: MGT 100, MKT 101. Mohaghegh/Three credits MKT 101 PRINCIPLES OF MARKETING This introductory course assesses the impact of environ- MGT 325 SMALL BUSINESS AND ENTREPRENEURSHIP mental forces on the practice of marketing. Students The course is designed to provide a comprehensive and will learn the fundamentals of the marketing mix. The integrated introduction to the challenges of starting and course covers the following: target market identification, managing a small business. In this course, students will market research, consumer behavior, product positioning, build on an interdisciplinary foundation of accounting, ­distribution, communications (personal selling, advertising, management, and marketing to address the problems sales promotion, and public relations), and pricing decisions. and decisions of starting, growing, and managing a small Should not be taken in same semester as MGT 100. business. Prerequisites: MGT 100, MKT 101, ACC 125, Blake, DeWitt, Diodati, Drouart, Hoyle, LeBlanc, Lewis, ACC 126. Mohaghegh/Three credits Foley, Hoyle, Skypeck /Three credits

43768_03_Business.indd 50 7/19/13 2:01 PM 43768_03_Business.indd 51 DeWitt, Diodati,Lewis/ and compensation.Prerequisite: MKT 101. sales forcerecruitment and selection, salesforcemotivation, types ofsalesorganizations,the personalsellingprocess, such asoutboundandinbound (800& 900) telemarketing, Manager. Includedinthisin-depthexaminationare topics, from boththeperspectiveofsalespersonandSales to purchaseagood,service,oridea.Thisisaccomplished cation processusedtopersuadeaprospectivecustomer This course examines all facets of the personal communi MKT 312 Blake, DeWitt, Diodati/ nation. Prerequisite:MKT101. optimal mediamixselections,andadvertisingagencycoordi objective-setting, message creativity and development, consumer. Topics includedareadvertisingcampaign message about a product, service, or organization to the involved in presenting a non-personal, sponsor-identified This courseisanin-depthtreatmentofalltheactivities MKT 310 Blake, DeWitt, Diodati,Hoyle,LeBlanc/ uisites: MKT101andJunior/Seniorstanding. formulation, andoptimumuseofthemarketingmix.Prereq strategy and positioning, pricing, promotion, strategy market and segmentation, consumerbehavior, product cover awiderangeofmarketingtopics,includingtarget be defendedoneconomicandpracticalgrounds.Caseswill opinion fromfact,andthearticulationofdecisionsthatcan of specificanalytictechniques,theabilitytodistinguish marketing concepts. This course will develop the application Relying onrealworldcases,studentswilllearntoapply MKT 309 Blake, DeWitt, Diodati,Hoyle/ effective marketingstrategies.Prerequisite:MKT101. logical influencesprovidesafoundationfortheformulationof complex perspectivesofenvironmental,individual,andpsycho needs and wants. Understanding consumer behavior from the and disposeofproducts,services,ideastosatisfytheir involved whenindividualsorgroupsselect,purchase,use, This course is an in-depth examination of the processes MKT 308 Mohaghegh, Pastille/ CSC 113,MGT100,andJunior/Seniorstanding.(Spring) system, flowcharting,andcybernetictheory. Prerequisites: tools suchassimulations,planning,programming,budgeting planning, operations,andcontrol.ItalsosurveysspecificMIS general systemsframeworkinitsutilizationforpurposesof and technology, andviewsinformationitsuseswithina organizational resourceparalleltopeople,money, materials, and guidingoperationaldecisions.Treats informationasakey purposes ofdefiningandimplementinggoalsobjectives Examines the role of information in the organization for MKT302/MGT 302 SALES MANAGEMENT ADVERTISING MARKETING MANAGEMENT CONSUMER MARKETINGBEHAVIOR Three credits MANAGEMENT INFORMATION SYSTEMS Three credits Three credits Three credits Three credits - - - - to-business marketingbyidentifyingthedistinctivecharac The purposeofthiscourseistointroduceyoubusiness- MKT 322 Blake, DeWitt, Diodati/ of Web Pages.Prerequisite:MKT101. Reports, MediaCopyWriting, SpeechWriting, andtheuse Press Releases, Brochures, Newsletters, Magazines, Annual publics. Topics include:Basics ofStyle,MediaRelations, bridges theinformationgapbetweenorganizationsandtheir goals andthewritingprocesstodeliverasetofskillswhich This isapractitioner-level coursewhichmeldsbusiness MKT 316 DeWitt, Diodati/ cations, andServicesPricingStrategies.Prerequisite:MKT101. Systems, ServicesManagement,MarketingCommuni Nature ofServices,theServiceConsumer, ServiceDelivery execution ofbusinessplansandstrategies.Topics include:the perspective ofmanagersresponsiblefortheday-to-day This courseexaminesthemarketingofservicesfrom MKT 314 Lewis/ marketing, andmore.Prerequisite: MKT101. sports advertisements,media, sportinggoods,lifestyle cost index,sponsorships,endorsements, eventmarketing, the consumerasasportsparticipant andspectator, thefan and relatesthemtothebusiness ofsports.Topics include marketing (consumer, product,price,place,andpromotion) world. Thecourseutilizesthebasicelementsofstrategic of thesportsbusinessinUnitedStatesandaround Students electingthiscourseexplorethevarioussegments MKT 344 Blake, Hoyle,LeBlanc/ strategies. Prerequisites:CSC113,MKT101. development andimplementationofsuccessfulInternet models ofelectroniccommerceastheserelatetothe perspective. Studentswillstudytheconceptsandbusiness analysis ofthetechnologyfromamarketing/­ services ontheInternet.Thiswillbeaccomplishedthroughan understanding ofthecomplexitymarketinggoodsand functions. Theobjectiveofthiscourseistoincreasestudents’ the Internet into marketing and business communication This courseisdesignedtoteachstudentshowintegrate MKT 326 Staff/ field ofstudy. Prerequisites:MGT100,andMKT101. compete inthebusinessmarketthisisarelevant and useful all business school graduates are employed by firms that practices inmarketingstrategy. Becausemorethanhalfof Systems, DellComputer, andothersthatdemonstratebest marketing firmssuchasIBM,CardinalHealth,Cisco also providesaperfectvehicleforprofilingleadingbusiness requirements formarketingstrategysuccess.Thecourse organizations makebuyingdecisions,andisolatingthe teristics ofthebusinessmarket,exploringwayinwhich Three credits Three credits BUSINESS-TO-BUSINESS MARKETING PUBLIC RELATIONS SERVICES MARKETING SPORTS MARKETING MARKETING ON THE INTERNET Three credits Three credits Three credits communication communication - - 7/19/13 2:01 PM

BUSINESS STUDIES 51 52 DEPARTMENT OF BUSINESS STUDIES

ORGANIZATIONAL COMMUNICATION The portfolio development process will assist the student to recognize and document the transferable skills they OCM 200 COMMUNICATION THEORY have already acquired through formal education and An introduction to the study of Communication, required informal learning experiences. Students will analyze their of all Organizational Communication majors. This course prior learning within the context of the communication includes a survey of basic theories of the human communi- profession. They will document prior learning (knowledge cation process, and an examination of communication theory and skills) and identify skills that they may need or want in five business related contexts: (1) group communication; to develop in the future. The portfolio they develop will (2) inter/intra cultural communication; (3) interpersonal include at least 10 elements ranging from a basic resume communication; (4) mass communication; and (5) organiza- and professional network to writing samples and work that tional communication. This is a prerequisite course for OCM demonstrates computer competency. The portfolio will 333. (Fall only) help the student develop a learning plan and action plan to DeWitt/Three credits enhance his/her competitiveness in the workplace and within the communication profession. Prerequisite: MKT 101. OCM 333 STRATEGIC MANAGERIAL COMMUNICATION Diodati/Three credits Strategic Managerial Communication studies communication within the organization as a key component of strategy OCM 399 INTERNSHIP IN BUSINESS implementation. This course investigates the vital role This course is designed to provide student interns with a of communication as a mode of strategy implementation valuable experiential learning opportunity, and includes a through an understanding of strategy-related management field-based internship experience of a minimum of 120 hours behavior. The course examines organizational theory within for the semester in the private, non-profit, entrepreneurial several contexts: organizations communicating to employees or governmental sector. Students attend a weekly seminar to and to the outside world, as well as internal communication discuss organizational behavior and management concepts among employees and supervisors. Prerequisites: ENG 130, and to share observations about their internship experiences. MGT 100, MKT 101, OCM 200. (Spring) Students assess their career competencies, organizational DeWitt/Three credits culture preferences, risk tolerances and supervision/feedback requirements to determine their optimal career paths. They OCM 398 PORTFOLIO MANAGEMENT also conduct informational interviews with professionals Professional communicators must possess sound knowledge in their career field or industry of interest. All students of their current skills and abilities as well as an understanding complete an observation/reflection paper which documents of the expectations of professional employment. In order to and analyzes organizational theory and applies it to experi- remain competitive in today’s changing work environment, ential consequences and behavior. Prerequisites: Juniors/ professional communicators collect and showcase their Seniors, 2.8 GPA, permission of instructor. skills, abilities, knowledge, and experience in a portfolio. DeWitt, Staff/Three credits

43768_03_Business.indd 52 7/19/13 2:01 PM 43768_04_Economics.indd 53 facts arebestviewedthrough thelensofeconomic economic eventsandinstitutions. However, economic comes fromlearningfactual informationabout forces at work in society. In part, this understanding are helpfulinunderstanding thecomplexeconomic A majorineconomicsprovides studentswithtoolsthat MAJOR INECONOMICS students: identified thefollowingspecificlearninggoalsforour The Department of Economics and Global Studies has LEARNING GOALS political science,finance,andbusiness. including economics,geography, foreignaffairs,law, to succeedingraduateschoolavarietyofdisciplines, researcher, etc.).Inaddition,ourgraduatesareprepared the publicsector(governmentornon-profitanalyst/ sales, journalism,consulting,orentrepreneurship) financial services,businessadministration,marketing, fields in the private sector (such as banking and other our studentsarepreparedforcareersinawidearrayof available forimprovingthatworld.Upongraduation, they live,andareabletocriticallyevaluateoptions a greaterunderstandingofthecomplexworldinwhich methods ofeconomicsand geography, students develop prepare studentsforalifetimeofengagedcitizenship. for diverse,evidence-basedperspectivesinorderto development of critical intelligence and an appreciation disciplinary education. Our programs emphasize the and geography, whileencouragingthepursuitofamulti- acquire disciplinaryknowledgeintheareasofeconomics The departmentprovidesstudentswithopportunitiesto relationships in an increasingly interdependent world. to educate students about economic, social, and cultural The DepartmentofEconomicsandGlobalStudiesseeks MISSION STATEMENT Michael McKay, JohnMoore. Assistant Professor McGee, SmritiRao,ThomasJ.White(Chairperson); Associate Professor Professor 5) 4) 3) 2) 1) Through exposuretothetheoreticalandempirical : ColleenA.Fahy, DemetriusKantarelis; communication skills. problems andtheirpotentialsolutions. geographic knowledgetocriticallyanalyze disciplinary methodology. and geographicdatausingappropriate and geographicinformation. disciplines thatweteach. principles, concepts,andtheoriesofthe To developeffectivewrittenandoral To developanabilitytoapplyeconomicand To developanabilitytouseeconomic To developanabilitytoretrieveeconomic To developanunderstandingofthebasic : KevinL.Hickey, ChristopherDylan : BrianVolz; Lecturers : LandyJohnson, DEPARTMENT OFECONOMICS AND GLOBALSTUDIES Economics Core(7): economics core,plusfourtoeightadditionalcourses. required tocompletethesevencoursesthatmakeup Business Concentration.Studentsinbothmajorsare two possiblemajors:Economics,andEconomicswith would bemostappropriate.Within economics,thereare faculty forsuggestionsonwhichmathematicselectives to suchprograms.Pleaseconsultwiththeeconomics background inmathematicsisrequiredforadmittance a minororsecondmajorinmathematicsasstrong in economicsarestronglyencouragedtocomplete tional affairs.Studentsconsideringgraduateschool business, law, publicadministration,orinterna entry intoacareerorforgraduateworkineconomics, An economicsmajorisexcellentpreparationfordirect arrangements inboththeprivateandpublicsectors. and analysistoawidevarietyofreal-worldevents economics emphasizesapplicationsofeconomictheory careful statisticalanalysis.Theundergraduatemajorin theory, whileeconomicdatashouldbeevaluatedusing Business Concentration(7): Economics Core(7): BUSINESS CONCENTRATION MAJOR INECONOMICSWITH in financewillneedtotakeatotalof14ECOcourses. graduate schoolineconomicsorbusiness. beyond calculusareespeciallyimportantforstudentsconsidering 310: MicroeconomicTheory. Additionalmathematicscourses Note: Calculus(MAT 117or131)isaprerequisiteforECO Plus foureconomicselectives(4) A studentwhochoosestomajorineconomicswhileminoring ECO 110 ECO 323 ECO 354 ECO 329 ECO 353 ECO 325 ECO 499 ECO 311 ECO 310 ECO 215 ECO 115 ECO 111 ECO 110 Total 11Courses ECO 499 ECO 311 ECO 310 ECO 215 ECO 115 ECO 111 Principles ofMicroeconomics Labor Economics International Finance Monetary andFinancialInstitutions International Trade Corporate Finance Senior ResearchSeminar Macroeconomic Theory Microeconomic Theory Econometrics I Statistics I Principles ofMacroeconomics Principles ofMicroeconomics Senior ResearchSeminar Macroeconomic Theory Microeconomic Theory Econometrics I Statistics Principles ofMacroeconomics OR OR - 7/19/13 2:00 PM

ECONOMICS AND GLOBAL STUDIES 53 54 DEPARTMENT OF ECONOMICS AND GLOBAL STUDIES

ECO 331 Industrial Organization MINOR IN LAW AND ECONOMICS (6) ACC 125 Principles of Accounting I ECO 110 Principles of Microeconomics ACC 126 Principles of Accounting II ECO 111 Principles of Macroeconomics MGT 100 Management and Organizational ECO 230 Law and Economics Behavior ECO 331 Industrial Organization OR PHI 320 Business Ethics MKT 101 Principles of Marketing Total 14 Courses Plus one (1) of the following: POL 316 Constitutional Law Note: Calculus (MAT 117 or 131) is a prerequisite for ECO POL 318 Civil Liberties 310: Microeconomic Theory. Additional mathematics courses POL 321 Public Policy beyond calculus are especially important for students considering GEO 251 Economic Geography graduate school in economics or business. GEO 252 Land Use Geography and Students majoring in Economics with Business Concen- Planning Law tration may find it difficult to minor in Finance due to course sequencing. The Department instead recommends combining a MINOR IN ENVIRONMENTAL STUDIES (6) major in Economics with a minor in Finance. In cooperation with the Department of Natural Sciences, students may expand their study of environ- MINORS IN ECONOMICS mental problems with a Minor in Environmental Students interested in furthering their knowledge Studies. This program will appeal to students who in economics may choose from several minors. have an interest in environmental policy. For purposes of double counting against a major, ECO 110–111 are considered one course. One (1) Environmental Science with lab One (1) course from Section A MINOR IN ECONOMICS (7) Four (4) courses from Section B ECO 110 Principles of Microeconomics ECO 111 Principles of Macroeconomics Environmental Science w/Lab choose (1) one of the ECO 115 Statistics I following: ECO 310 Microeconomic Theory ENV 120 Environmental History of New OR England with ENV 120L ECO 311 Macroeconomic Theory OR ENV 150 Introduction to Environmental Plus three Economics Electives at the 200 level or Science with ENV 150L above selected in consultation with a department member to achieve a particular objective. Section A choose (1) one of the following (may be taken with or without a lab): MINOR IN FINANCE (7) ENV 120 Environmental History of New Students who intend to seek employment in business England (if not taken above) after graduation might consider completing a minor in ENV 150 Introduction to Environmental Finance. Science (if not taken above) ECO 110 Principles of Microeconomics BIO 160 Concepts in Biology ECO 111 Principles of Macroeconomics CHE 105 Chemistry in Modern Society ECO 115 Statistics I CHE 131 General Chemistry ECO 325 Corporate Finance Section B choose (4) of the following: Plus three (3) of the following: GEO 101 Physical Oceanography ECO 212 Economics of the Public Sector GEO 103 Introduction to Meteorology ECO 215 Econometrics I GEO 108 World Population Issues ECO 329 Monetary and Financial Institutions GEO 134 Conservation of Natural Resources ECO 354 International Finance GEO 252 Land Use and Planning Law ECO 357 Investment Theory ECO 235 Environmental Economics ENV 260 Water Resources Planning and Note: Students combining a minor in finance with a major in Management* economics must have at least three ECO courses that are in the OR finance minor, but not counted as part of the economics major. ENV 280 Coastal Zone Management* Contact the department chair if you have questions concerning this requirement. * Available through the Marine Studies Consortium

43768_04_Economics.indd 54 7/19/13 2:00 PM 43768_04_Economics.indd 55 III. II. I. required Minor. Depth, GlobalStudies Electives, StudyAbroad,anda Studies: theGlobalStudiesCore, law, government,orthenon-profitsector. careers in international business, media, education, Students majoringinGlobalStudiesmaypursue benefit fromimmersioninadifferentplaceandculture. expected tocompleteasemesterabroadwherethey In additiontorequiredcoursework,studentsare issues, butarealsoempoweredtorespondeffectively. tools necessarytounderstandcontemporaryglobal across thecurriculumstudentsarenotonlygiven States. Throughacarefullyselectedsetofcoursesfrom emphasis onregionsoutsideEuropeandtheUnited increasingly interconnected world, with a particular an opportunitytoexploretheproblemsfacingour A major in Global Studies provides students with (11 OR12COURSES) MAJOR INGLOBALSTUDIES THE 383 PCS 265 FRE 310 SPA 125, 126,310,311,312,313,386 LAS 200 ECO 264,353,354 POL 332,345,371,376,377 ANT 231,236 HIS 242,251,282,283,291 GEO 106,108,134,251 Any 3ofthefollowing: Global StudiesElectives(3courses) HIS 389: HIS 291: HIS 283: HIS 282: HIS 251: HIS 242: One ofthefollowing: GEO 232: GEO 224: 222: GEO GEO 108: One ofthefollowing: Global StudiesDepth(2courses) POL 207: ECO 252: ECO 110: ANT 131: GEO 100: GLS 100: Global StudiesCore(6courses) There are five components to the major in Global

Special Topics (withapprovalof department chair) Islamic MiddleEastII(Since1800) Modern China:War andRevolution Japan since1868 Latin Americasince1821 Russia since1917 Regional GeographyofAfrica Regional GeographyofAsia Regional GeographyofSouthAmerica World PopulationIssues Peace andWar Economic Development Principles ofMicroeconomics Cultural Anthropology Human andPhysicalGeography Introduction toGlobalStudies

can becompletedasanindependentstudy, subjectto approach toanalyzeaspecificglobalissue.Thisproject research projectwhichincorporatesamulti-disciplinary Internship willbeexpectedtocompleteanindependent unable tocompleteasemesterabroadorWashington scope, subjecttoapprovalofthedepartmentchair. provided theinternshipplacementisinternationalin The InternshipProgramatWashington Center (TWC) choose tospendasemesterinWashington D.C. through approval ofthedepartmentchair. count asGlobalStudieselectivessubjecttothe Courses completedinsuchprogramsarelikelyto semester in a college-approved study abroad program. IV. Required: Minor inGlobalStudies(6courses) majors. contemporary globalissuesthatcancomplementmany minor inGlobalStudiesacquireanunderstandingof politics, and anthropology students choosing to combining coursesingeography, economics,history, a globaldimensiontotheirprogramofstudy. By A minorinGlobalStudiesallowsastudenttoadd MINOR INGLOBALSTUDIES department chair. may beacceptableaslongtheyareapprovedbythe complements toaGlobalStudiesmajor. Otherminors pology, History, andPoliticalSciencearegood Studies, Geography, Economics,Business,Anthro Languages. Alternatively, minorsinLatinAmerican offered bytheDepartmentofModernandClassical department encouragesstudentstoconsiderminors in consultation with the student’s advisor. The complete aminor. Theminorshouldbechosen V. the approvalofdepartmentchair.

Project Students whofor financial or other reasons are As analternativetostudyabroad,studentsmay All GlobalStudiesmajorsareexpectedtospenda Study Abroad,Internship,orSeniorResearch ART 232 ENG 379 WMS 385 POL 207,332,345,371,376, 377 HIS 242,251,282,283,291 GEO 106,108,134,251 One ofthefollowing: ECO 252: ECO 110: ANT 131: GEO 100: GLS 100: All GlobalStudiesstudentsarerequiredto Required Minor Economic Development Principles ofMicroeconomics Cultural Anthropology Human andPhysicalGeography Introduction toGlobalStudies - , 7/19/13 2:00 PM

ECONOMICS AND GLOBAL STUDIES 55 56 DEPARTMENT OF ECONOMICS AND GLOBAL STUDIES

MAJOR OR MINOR IN GEOGRAPHY of the level of income and employment, money and banking, A Geography minor will be approved for a student fiscal and monetary policies, and economic growth and who successfully completes six (6) courses (18 credits) stability. Prerequisite: ECO 110. (Fall, Spring) in geography. These courses normally are a mixture of Staff/Three credits physical and human geography courses as selected in consultation with the Department. Internships with ECO 115 STATISTICS local firms, social agencies, or government offices are The purpose of this course is to develop an understanding recommended whenever possible as part of a minor on an introductory level of how statistical inferences program. A major in Geography is available through are made in the face of uncertainty. The underlying a petition process and is an excellent preparation role of probability is stressed. A secondary purpose for teaching opportunities. See department chair for is the application of various test designs to formulate details. research questions. These designs include: t tests, analysis of variance, chi square analysis, and linear regression. MAJOR IN ENVIRONMENTAL SCIENCE (Counts as a second math course in the core curriculum) (see Natural Sciences) ­Prerequisite: MAT 111. (Fall, Spring) Fahy, Kantarelis, Moore, Volz/Three credits A NOTE ON PRE-LAW: The American Bar Association confirms that majors and minors across the curriculum, combined ECO 210 ECONOMICS OF WOMEN, MEN, AND WORK with a strong liberal education, provide excellent preparation for This course examines the work of women and men in law school. Assumption’s Pre-Law Program provides personalized the home and in the labor market. Economic decisions advising, co-curricular activities, and development opportunities within the family are examined including the division of for all students considering law school. See the “Pre-Law” section labor and the decision to engage in market work. Topics under “Cooperative Programs of Study.” Above all, students include: a historical perspective on women’s emergence in considering law school should choose a major that interests them, the workplace; comparative advantage within families; the pursue academic excellence in that field, and contact the pre-law effects of consumerism; and international comparisons. advising coordinator, Prof. Bernard J. Dobski, at 508 767-7369 This is followed by an investigation into the underlying or by e-mail at [email protected]. causes of the gender wage gap and the degree of poverty among women. The effects of government and business policies such as family leave, social security, affirmative action and social programs are discussed throughout. COURSE Prerequisites: ECO 110–111. (Spring, Alternate years) Fahy/Three Credits

ECO 212 ECONOMICS OF THE PUBLIC SECTOR descriptions Micro-economic and macro-economic theory are applied in an analysis of the role of the public sector in the United ECONOMICS (ECO) States economy. Following a consideration of the institu- (ECO 110 is a prerequisite for ECO 111, and the tional arrangements that determine the magnitude of local, ECO 110–111 sequence is a prerequisite for most state, and federal taxes and expenditures, micro-theory Economics courses.) is applied to the analysis of the impact of public finance on private sector behavior. Prerequisites: ECO 110–111. ECO 110 PRINCIPLES OF MICROECONOMICS (Fall, Alternate Years) An examination of the basic theory and performance of Fahy, Volz/Three credits the household, business, and government in determining the nature of the output of the economy and its distri- ECO 215 ECONOMETRICS I bution among the members of the society. Policy issues This course is about the construction of hypotheses and considered may include public control of business, labor the specification of statistical methodology for testing unions, agriculture, the environment, income distribution those hypotheses. Students will learn estimation of and poverty, and international trade. ECO 110 may be parameters and inferential analysis, and how to apply these taken to satisfy the Core requirement for Social Science. concepts to forecasting and policy. The course starts with ­Prerequisite: MAT 111. (Fall, Spring) the multiple linear regression model, after the properties Staff/Three credits of the ordinary least-squares estimator are studied in detail and a number of tests developed, it continues with ECO 111 PRINCIPLES OF MACROECONOMICS specification, multicollinearity, autocorellation, heteroske- Analysis of the basic theory of aggregate economic activity dasticity, and dummy variables. Prerequisites: ECO 115. and the application of the theory to current policy problems. (Fall, Alternate Years) Topics include national income accounting, the determinants Fahy, Kantarelis, Volz/Three credits

43768_04_Economics.indd 56 7/19/13 2:00 PM 43768_04_Economics.indd 57 Countries selectedforstudymay include,amongothers, economic powers of Asia and/or Central and Eastern Europe. This courseisanin-depth,comparative studyoftherising ECO 264 Rao/ Alternate Years) and developed economies. Prerequisites: ECO 110. (Spring, government’s role;andrelationshipsbetweendeveloping strategies foragriculturalandindustrialdevelopment; capital accumulation;resourceandpopulationissues; of developmentarepresented,followedbyproblems Problems encounteredbylessdevelopedcountries.Theories ECO 252 be restrictiveinsomeothermanner. intermediate level.Somemayrequireprerequisitesorcould be interdisciplinaryinnature.Theywilltaughtatthe worldwide topicsofimportance.Thesecoursescan to changingstudentconcerns,interestsormoregeneral These courses expand our current offerings and respond Special topicsinEconomicsareofferedoccasionally. ECO 250 Kantarelis, White/ Prerequisite: ECO110.(AlternateYears) regulation andtaxation;thetradingofpollutionrights. renewable, andotherresources;cost-benefitanalysis; human populationproblems;theallocationofdepletable, on (amongothertopics)propertyrights;externalities; overview oftheeconomicsenvironment,itfocuses environment, markets,andbusinessorganizations.Afteran The course examines the relationship between the ECO 235 White/ Prerequisite: ECO110–111.(AlternateYears) cities; andthecausesconsequencesofurbansprawl. economic causesoftheconcentrationpovertyininner finance andzoningdecisionshaveonurbandevelopment; markets andland-usepatterns;theimpactthatlocalpublic include howandwhycitiesareformed;urbanhousing facing metropolitanareas.Topics thatwillbediscussed The courseintroducesstudentstothemajoreconomicissues ECO 233 Kantarelis/ (Spring, AlternateYears) and their applications. Prerequisites: ECO 110–111. economic theories of property, contracts, torts, crime, criminal laws. More specifically, it deals with the existing economics of the principal areas of the common and economics andlegalinstitutions,thecourseturnsto “create” efficientlegalrules.Afteranoverviewofmicro- thinking mayfacilitatelegalinitsattemptto The objective of the course is to show how economic ECO 230 Three credits Three credits Three credits COMPARATIVE ECONOMIC SYSTEMS ECONOMIC DEVELOPMENT SPECIAL TOPICS INECONOMICS ENVIRONMENTAL ECONOMICS URBAN ECONOMICS LAW AND ECONOMICS Three credits considered throughdevelopmentofcomparativestatic The moderntheoryofaggregateeconomicbehavioris 311 ECO Fahy, Kantarelis,Rao/ ECO 110–111,MAT 117or131.(Fall) erations. Shouldbetakenbeforesenioryear. Prerequisites: market structuresandrelatedmodels,welfareconsid include consumertheory, productionandcosts,various and government,inthelightofeconomicprinciples.Topics to analyze the economic behavior of individuals, businesses, The primarypurposeofthiscourseistodeveloptheability 310 ECO Rao/ Alternate Years) United Stateseconomy. Prerequisites:ECO110.(Spring, particularly theirrelationshipwithandimpactuponthe and theinternationaleconomicrelationsofthesecountries, removal ofpricecontrols,macroeconomicstabilization, transfer offirmownershipfromthestatetoprivateinvestors, China, India,RussiaandPoland.Itexaminessuchareasas of money, stock and bondvaluation,ratioanalysis,risk include: interpretationoffinancial statements,timevalue the financialmanagementofbusiness. Topics tobecovered Introduction totheprinciples and techniquesutilizedin ECO 325 Volz/ (Fall, AlternateYears) and unemployment.Prerequisites: ECO 110–111. income maintenanceprograms,collectivebargaining, covered includingdiscrimination,manpowerdevelopment, and allocationoflaborresources.Publicpolicyissuesare economics inanexaminationofproductivity, pricing, It makesuseoftheanalyticaltoolsmicro-andmacro- This course applies economic theory to labor market issues. ECO 323 Kantarelis/ their choice.Prerequisite:ECO215.(Offeredasneeded.) on appliedworkundertakenbystudentsvarioustopicsof spent onstudyingclassicapplicationsfoundinliteratureand binary dependentvariables.Thelastportionofthecourseis GARCH), regressionwithpaneldata,and time seriesforecasting(var, cointegration,ARCH/ with simultaneous-equationmodels,instrumentalvariables, After anoverviewofmultipleregression,thecoursedeals ECO 315 McGee, White/ uisites: ECO110–111.(Spring) dynamic models.Shouldbetakenbeforesenioryear. Prereq are introduced by using a limited number of the basic employment and prices. The problemsofeconomic growth associated withdeterminationoflevelsoutput, models that includetheprincipalaggregatevariables Three credits Three credits Three credits MACROECONOMIC THEORY MICROECONOMIC THEORY CORPORATE FINANCE LABOR ECONOMICS ECONOMETRICS II Three credits Three credits - - 7/19/13 2:00 PM

ECONOMICS AND GLOBAL STUDIES 57 58 DEPARTMENT OF ECONOMICS AND GLOBAL STUDIES

and return, capital budgeting, cost of capital, leverage, and focus on: debt and balance of payments crises, speculative capital structure. Prerequisites: ECO 110–111, ACC 125. currency attacks, European monetary union, International (Fall, Spring) Monetary Fund policy, and the value of the U.S. dollar. Fahy, McGee, Volz, White/Three credits Students will engage in research projects. Prerequisites: ECO 110–111 and Junior/Senior standing. (Spring) ECO 329 MONETARY AND FINANCIAL INSTITUTIONS Kantarelis, McGee, Rao/Three credits A study of the role of money and monetary institutions in the economy. A parallel development of the monetary ECO 357 INVESTMENT THEORY theory and institutions that determine public monetary An examination of investing using economic analysis. policy and its influence on domestic and international Topics include types of investments; investment objectives; economic activity. Prerequisites: ECO 110–111. (Fall) investment return and risk; security analysis; portfolio McGee, White/Three credits theory; the efficient market hypothesis; fundamental analysis; technical analysis; the capital asset pricing model; ECO 331 INDUSTRIAL ORGANIZATION and other topics to be chosen by the instructor. Prereq- The course is concerned with the organization of industries uisites: ECO 110–111, ECO 115. (Spring) in a market environment. It focuses on the market structure, White/Three credits conduct, and performance of industries in the USA. In addition, attention is given to antitrust policy regarding ECO 399 INDEPENDENT STUDY IN ECONOMICS price-fixing agreements, control of market structures, and Individually supervised study with one or more professors restrictions on conduct. Prerequisites: ECO 110–111. on an advanced topic. Open to qualified juniors and seniors (Offered as needed.) with the permission of the Chair. (Fall/Spring) Fahy, Kantarelis, Volz/Three credits Staff/Three credits

ECO 340 THE ECONOMICS OF SPORTS ECO 499 RESEARCH SEMINAR This course applies economic modeling to a number of Required of all Economics majors in their final semester. issues surrounding professional and college sports in the Course theme is chosen by the instructor. Research projects United States. Market structure and game theory will be will be planned and carried out by students under faculty used to analyze the decision making process for the owners guidance. Seminar meetings provide the opportunity for of professional sports teams. Public financing issues are discussions of students’ research and what it means to be an addressed in the context of the funding of stadiums and economist in today’s world. Useful for seniors in other social arenas. A number of labor market topics will be examined sciences and business studies. (Spring) including monopsony, labor unions and the economics of Staff/Three credits discrimination. Finally, collusion, game theory and human capital investment are examined in the context of college GLOBAL STUDIES sports. Prerequisites: ECO 110 and 115. (May be taken with The Global Studies Program is an interdisciplinary ECO 115) (Spring, Alternate Years) major that combines courses in the social sciences and Fahy, Volz/Three credits humanities in order to gain a greater understanding of issues that are global in scope. The student majoring ECO 353 INTERNATIONAL TRADE in Global Studies sometimes pursues study of a foreign An examination of the theory of international trade and language, or a quantitative, business or computer- policies followed by governments with respect to trade of related skill to complement the major program. goods and services among countries. Theory examines the A minor is required of all global studies majors. See gains from trade under classical and modern assumptions, the full description of the Global Studies Program for a and the impact of various measures used by governments to description of course options. either restrict or promote trade. Policy analysis focuses on U.S. trade policies and the role of the World Trade Organi- GLOBAL STUDIES (GLS) zation. Current topics include trade and the environment, NAFTA, U.S.-China trade, and others as appropriate. GLS 100 INTRODUCTION TO GLOBAL STUDIES Prerequisites: ECO 110 and Junior/Senior standing. (Fall) The course introduces students to several of today’s most Kantarelis, McGee, Rao/Three credits pressing global issues and demonstrates how they are interconnected. It explores, subject to various perspectives, ECO 354 INTERNATIONAL FINANCE the issues of global conflict, security and peace, including This course covers open economy macroeconomics. weapons proliferation; global economics, including trade and Topics include: balance of payments accounting, exchange capital flows; development; and the natural environment. rate determination, monetary and fiscal policy, and Attention is devoted to the debate over globalization and the macroeconomic modeling. After examining standard theories development of international institutions. (Fall) (Same as GEO and models, the course will explore case studies from 120). Available to freshmen/sophomores or by permission. recent history in numerous countries. The case studies will Kantarelis, Hickey/Three credits

43768_04_Economics.indd 58 7/19/13 2:00 PM 43768_04_Economics.indd 59 existing inthe world today. Topics willincludestatistical Lecture andopendiscussionon current populationproblems GEO 108 Hickey/ Counts inCoreasSocialScience. (Fall,AlternateYears) will beongeographicimplicationsinhistoricalfact. life styles,economics,andwestwardexpansion.Stress slave agriculture,economicdevelopment,transportation, attention to:settlementpatterns,ethnicity, citygrowth, Emphasis willbemainlypost-1800,withparticular and restraintsthathelpedtodeveloptheUnitedStates. A studyofsocialandphysicalgeographicmotivations GEO 106 Hickey/ Alternate Years) field. CoursecountsinCoreassciencewithoutalab(Spring, No sciencebackgroundisnecessary, onlyaninterestinthe controls, weathersystems,andpredictionexercises. their causes.Practicaluseofmeteorologicaldata,climatic attention beingpaidtothestudyofweatherphenomenaand An introductoryexaminationofouratmospherewithspecial GEO 103 Hickey/ a lab.(Spring,AlternateYears) the earth’s surface. Course counts in Coreasscience without understanding of the environment which constitutes 73% of purpose ofthecourseistogivestudentanoverall background isnecessary, onlyaninterestinthefield.The the sea’s resourcepotentialwillbediscussed.Noscience circulation, bottomtopography, marinelife,sediments,and sea water, marinegeology, oceancurrents,tides,deep-ocean An introductorylookatphysicalandchemicalpropertiesof GEO 101 Hickey/ science withoutalab.(Fall) GEO 101or103shouldnotenroll.CoursecountsinCoreas background inphysicalscience.Studentswhohavetaken are investigated.Thecourseisgearedtostudentswithno the human environment, activities potential, and limitations land forms; erosion;weather; and climate. Physical effects on global warming, storms; earth-moon relationships; oceans; the earth.Awiderangeoftopicsisbrieflycovered,including A general examination of everyday physical occurrences of 100 GEO natural sciencecoursewithoutalab. 100, 101&103fulfillthecorerequirementofasecond fulfill thecoresocialsciencerequirement. Also,GEO Global StudiesProgram,AnyGeographycoursewill In additiontobeingasignificantcomponentofthe GEOGRAPHY (GEO) Three credits Three credits Three credits Three credits WORLD POPULATION ISSUES UNITED STATES AND CANADA OCEANOGRAPHY HUMAN GEOGRAPHY HISTORICAL GEOGRAPHYOF THE INTRODUCTORY METEOROLOGY INTRODUCTION TO PHYSICAL PHYSICALINTRODUCTION TO AND A systematicstudyofthecurrentphysicalandcultural GEO 222 Hickey/ (Fall, AlternateYears) projects and discussion. Counts in Core as Social Science. effective regional planning. Other issues will arise from class the LawofSeas,wastedisposal,environmentallaws,and footprint, energy, alternativeenergy, water, fishresources, A partiallistoftopicsdealtwithincludesourcarbon abuse, andfuturepotential.U.S.resourceswillbestressed. Topical study of issues relating to natural resources: their use, GEO 134 Hickey/ as SocialScience.(Fall,AlternateYears) especially inurbanareas.SameasSOC108.CountsCore aging; foreign aid; and responses to population pressures, world economicissues;developingcountries;issueson roles; adolescentpregnancy;migration;medicalassistance; processes; worldfoodproductionandstandards;female physical terrain, climate,andresourceswill be studied. exists today. Political geographyaswelltheregion’s economic/geographic conceptual view of Africa as it The object of this course is to attain a fundamental GEO 232 Hickey/ Social Science.(Fall,asneeded) natural resources.Opentoallstudents.CountsinCoreas reviewing currenttrendsinpopulation,urbangrowth,and economic activitywillbestressed.Sometimespent Relationships betweenthephysicalenvironmentandcurrent economic componentsoftheU.S.andCanada. A studyofthemajorphysical,cultural,andcurrent GEO 226 Hickey/ Science. (Spring,asneeded) discussed. Opentoallstudents.CountsinCoreasSocial and thePacificRim’s futureeconomicandpoliticalroleare potentials. CurrentpolicyandchangesregardingSouthAsia their populations,resources,developmentproblemsand India, S.E. Asia, China, and Japan are discussed regarding A geographicsurveystressingphysicalandculturalfeatures. GEO 224 Hickey/ as SocialScience.(Spring,AlternateYears) completes thecourse.Opentoallstudents.CountsinCore American countries.Western policyregardingthisarea tenure, and the economic development potential of South current politicalstructures,resourcebase,agriculture,land America will be stressed. Topics to be covered include countries anddiscussionsofissuesconcerningallSouth landscape oftheareasouthPanamaCanal.Individual Three credits Three credits Three credits Three Credits Three credits SOUTH AMERICA ANGLO AMERICA REGIONAL GEOGRAPHYOF AFRICA REGIONAL GEOGRAPHYOF REGIONAL GEOGRAPHYOF ASIA REGIONAL GEOGRAPHYOF CONSERVATION OFNATURAL RESOURCES 7/19/13 2:00 PM

ECONOMICS AND GLOBAL STUDIES 59 60 DEPARTMENT OF ECONOMICS AND GLOBAL STUDIES

Land use patterns and the interrelationships between natural to all students. Counts in Core as Social Science. (Spring, environment and human economic activities, especially Alternate Years) AIDS, give focus to the materials. Readings on current issues Hickey/Three credits are assigned. Western policy regarding this area completes the course. Open to all students. Counts in Core as Social GEO 252 INTRODUCTION TO LAND USE POLICY Science. (Spring, as needed) The course reviews many landmark land use and legal Hickey/Three credits cases, which established land use planning in the United States beginning in the 20th century. Historic, precedent GEO 250 SPECIAL TOPICS IN GEOGRAPHY setting, cases will be discussed. Topics such as nuisance, Special topics in Geography are offered occasionally. These zoning regulation, spot zoning; aesthetic planning, resource courses expand our current offerings and respond to changing protection and general due process will be discussed. Some student concerns, interests or more general worldwide topics geographic and urban theory as it applies today, will be of importance. These courses can be interdisciplinary in reviewed. No knowledge of law is necessary. This is not a nature. They will be taught at the intermediate level. Some class in law but is based on legal applications of land use may require prerequisites or could be restrictive in some other policy. Class discussion and case readings are the focus manner. Counts in Core as Social Science. of the class. Counts in Core as Social Science. (Spring, Alternate Years) GEO 251 ECONOMIC GEOGRAPHY Hickey/Three credits A theoretical look at what creates economies and how they interrelate with physical and human environments. The GEO 399 INDEPENDENT STUDY IN GEOGRAPHY course has no prerequisites although some knowledge of Individually supervised study with one or more professors basic economics is helpful. It begins with an introduction on an advanced topic. Open to qualified Juniors and Seniors to world economic systems and ranges through economic with the permission of the department chairperson. Counts location theory, retail site analysis, and industrial location, as in Core as Social Science. (Fall/Spring) well as transportation, urban economics and housing. Open Hickey/Three credits

43768_04_Economics.indd 60 7/19/13 2:00 PM 43768_05_Education.indd 61 Massachusetts InitialLicense in thefollowingareas: approved teacherpreparation programsforthe eight-semester timeframe. which, inrareinstances,mayextendbeyondtheusual education concentratorscarryanextensiveprogram competent, andreflective.Itisimportanttonotethat designed toprepareteacherswhoareknowledgeable, provides amutuallyreinforcingprogramofstudy practice [practicum]inareaschools.Thiscombination and guidedfieldexperiencesupervisedteaching science study; an array of pre-professional courses; Assumption programs emphasize liberal arts and To achieveexcellenceinteacherpreparation, General Information/Program Information demonstrate: Concentration, AssumptionCollegestudentswill By theconclusionoftheirstudiesinEducation Learning GoalsoftheConcentration inEducation sional lives. exemplify goodcharacter and integrityintheir profes The departmentalsostrivestoeducateitsstudents and effectivelyinamodernclassroomenvironment. seeks toprepareitsstudentsteachcompetently The DepartmentofEducationatAssumptionCollege Mission StatementoftheEducationDepartment CONCENTRATION INEDUCATION Program Coordinator). Elizabeth Walsh, Karen Weilbrenner (Licensure Anthony Lea,CynthiaLawrence,JohnMulry, Harvey, EllenKoretz(FieldPlacementCoordinator), Danker, KathleenDion,MicheleFournier, Eileen Cathleen K.Stutz; Lisa D’Souza,MaryE.Kielbasa,DianeM. Myers, S. Vander Hart; Associate Professors • • • • • • • •

Art [gradesPreK-8or5–12] Eleme Assumption College offers the following state- responsibilities. a commitmenttoprofessionalobligationsand self-evaluation ofteaching; the abilitytoimprovepracticebasedupon research-derived methods; expressed understandingofsoundinstructionand practices ofeffectiveteaching,guidedbyan Massachusetts andnationalstandards; the field(s)oflicensureinlinewithrespective a competentknowledgeofthecontentwithin contexts ofschooling; an abilitytoarticulatevarioussocialandcivic and oralform; an abilitytocommunicateeffectivelyinwritten ntary [grades1–6] : EricM.Howe(Chairperson),Nanho Assistant Professors Lecturers : FrancesArena,Anita : JessicadelaCruz; - [grades PreK-8or5–12]. license as a Teacher of Students with Moderate Disabilities middle, or secondary teacher as well as a Massachusetts Initial be eligibleforaMassachusettsInitiallicenseasanelementary, Education. Studentswhosuccessfullycompletetheprogramwill a liberal arts or science and the Master of Arts degree in Special enabling astudenttocompletebothBachelorofArtsdegreein the EducationDepartmentoffersaspecial,five-yearprogram *For undergraduatestudentsinterestedinSpecialEducation, Pre-service PerformanceAssessment, orPPA). Secondary Education(known astheMassachusetts the MassachusettsDepartment ofElementaryand performance isassessedusing guidelinesprovidedby assessment for the Initial license. Student their teaching competencies through a performance practicum completion,studentsmustdemonstrate senior year(seeCriteriaforRetention). enrollment inthepracticumspringoftheir subject test(s)requiredforthefieldoflicensurebefore Test prior tothe first day of the senior year and the including the Communication and Literacy Skills Massachusetts Tests forEducatorLicensure(MTEL), of practicum.Studentsmustpasstherequired tration programincludingthesuccessfulcompletion complete theappropriateEducationConcen elementary teacherlicensurerequirements. at theelementarylevelbecauseofcomplexity crucial for those students interested in teaching interest inteacherlicensure.Suchadvisingisespecially Coordinator asearlytheirfirstyear, iftheyhaveany that studentsmeetwiththeLicensureProgram year, theEducationDepartmentstronglyrecommends the EducationConcentrationduringtheirsophomore education. Althoughstudentsaregenerallyacceptedinto (5–8), middle/secondary (5–12), or secondary (8–12) elementary (1–6),elementary/middle(PreK-8), Assumption studentsdeclaretheirconcentrationin successfully completeanEducationConcentration. sciences appropriatetothelicensesoughtaswell required tocompleteamajorintheliberalartsor program. Onceaccepted,Educationstudentsare apply duringtheirsophomoreyeartotheEducation • • • • • • • • • •

Special Education*(Seebelow) Spanish [grades5–12] Mathematics [grades5–8or8–12] Latin &ClassicalHumanities[5–12] History [grades5–8or8–12] General Science[grades5–8] French [grades5–12] English [grades5–8or8–12] Chemistry [grades5–8or8–12] Biolo Students interested in teacher licensure generally As partoftherequirementsforsuccessful To earn licensure, students must successfully gy [grades5–8or8–12] DEPARTMENT OFEDUCATION - 7/19/13 2:02 PM

EDUCATION 61 62 DEPARTMENT OF EDUCATION

Individuals who complete approved programs for admission to the Concentration in Education are eligible for licensure reciprocity with the approxi- programs. Applicants are informed of their status for mately 45 other states that are parties to the National the fall semester by July 1st. Association of State Directors of Teacher Education and Certification (NASDTEC) Interstate Agreement, Criteria for Retention 2010–2015. Students accepted into the program are held to the same standards required for admission, that is, an (Note: Assumption College responds to the Commonwealth overall GPA of 2.8. Additionally, students are expected of Massachusetts Department of Elementary and Secondary to earn a GPA of 3.0 in their major field of study, Education in matters of teacher licensure. The College reserves demonstrate exemplary behavior, and maintain a the right to modify its Concentration in Education programs strong record in the professional sequence of study to accordingly. All Assumption students are alerted to changes in the continue in the Education Concentration. Because a education program as is appropriate.) strong record in the professional sequence of studies is required, students in the Education Concentration Policies and Procedures for the must take each Education course for a letter grade with ­Concentration in Education Program the exception of pre-practicum. As stated earlier, all Education Concentrators must Application Procedure pass the Communication and Literacy Skills Test of the Students interested in the Concentration in Education MTEL by the first day of the fall semester of their senior are invited to an informational meeting held in the year to continue in the Concentration. Further, students fall semester. At this meeting, they are informed must pass the required subject test(s) of the MTEL about relevant program requirements, department by December 31st of their senior year to enroll in the policies regarding acceptance and retention in the practicum during the spring semester of the senior year. program, and Massachusetts licensure regulations for In addition to achieving passing scores on all teachers at the elementary, middle, and secondary required Massachusetts licensure tests (MTEL), levels. Students also receive the necessary materials students are required to have an overall GPA of 3.0 for application to the program and an outline of the and a GPA of 3.0 in their major field of study to specific undergraduate program of study that leads to qualify for entrance into the practicum. Those students Initial licensure. who have passed required Massachusetts licensure Because of the demands of the licensure programs, tests but whose overall GPA is between 2.80 and 2.99 students should meet with the Licensure Program must present to the education faculty a written defense Coordinator for advising as early in their college of their candidacy for the practicum. In their defense, studies as possible. The Education Department students must assess their academic performance to strongly recommends that students apply to the date and provide evidence of the progress they have Education Concentration during their sophomore year. made towards achieving the articulated academic and Students submit completed applications to the behavioral goals. Licensure Program Coordinator during the spring Education faculty review student performance at semester of sophomore year. Applications include the the end of each semester, and students are informed of following: a program application; a personal statement; their status in the program. Those students who do not two letters of recommendation (at least one from a meet the standards are withdrawn from the Concen- professional referee); and a signed acknowledgement tration and are encouraged to meet with the Licensure of understanding department policies. Students must Program Coordinator or Department Chairperson for also schedule an appointment with the Licensure further advising. Program Coordinator before a file is considered complete. It is the student’s responsibility to schedule LICENSURE AS ELEMENTARY TEACHER (1–6) the interview and ensure that the application file is Students who seek licensure as elementary teachers complete. No incomplete files will be reviewed. (1–6) should meet with the Licensure Program Coordinator during their first-year for program Criteria for Admission advising, and they should apply to the program during Admission to the Concentration in Education program their sophomore year. Part of the application includes for all students, including transfer students, is based meeting with the Licensure Program Coordinator. upon the following criteria: Prior to formal admission into the Concentration, Students must have an overall GPA of 2.8 to be students may enroll in introductory Education courses accepted into the program. Students must also show during the first year and sophomore years. evidence of a time commitment to their personal goals Regular and careful advising is crucial for those and to professional excellence. All full-time education students seeking an Elementary teaching license. faculty members review the student applications Once admitted to the program, students must meet

43768_05_Education.indd 62 7/19/13 2:02 PM 43768_05_Education.indd 63 History Science Mathematics Literature Written Composition the relevantsubjectknowledgeareas. lower level arts and sciences coursework addressing license includeatleast36semesterhoursinupperand Current Massachusetts requirements for an Elementary Elementary Education Requisite Courses fortheConcentration in languages (FrenchandSpanish),Spanish. science, French,history, Italian,mathematics,modern classics (Latin and Greek), English, environmental their major from the following: biology, chemistry, complete theElementaryConcentrationmaydeclare appropriate tothelicensure field, studentsintendingto licensure requirementsstipulateanacademicdiscipline requirements will be met. Because Massachusetts Program Coordinator to ensure that all program off-campus studymustalsomeetwiththeLicensure Concentration. Studentswhointendasemesterin requirements, andtheirprogressintheEducation semester foradvisingaboutcourseselection,program with theLicensureProgramCoordinatoreach • • • • • • • History ofWestern CivilizationIIORHIS118 History ofWestern CivilizationIANDHIS117 HIS 115West andtheWorld IIORHIS116 following: HIS114West andtheWorld IAND Required: twohistorycourses fromamongthe Biology forEducatorsisstronglyrecommended. At leastonelabsciencecourse.BIO140:Inquiry MAT 151 MAT 150 teachers. ically fortheneedsofprospectiveelementary The followingcourseshavebeendesignedspecif MAT 114 Coordinator. in consultationwiththeLicensureProgram At leasttwomathematicscoursesselected ENG 263 emphasis); FRE140;ITA 140;orSPA 140] (including comparativeliteratureorclassical Introduction toLiteraturecourse[LIT140 ENG 130 MAT 114orhigher) Analysis forEducators(prerequisite Algebra, Geometry, andData higher) Educators (prerequisiteMAT 114or Numbers andOperationsfor based uponfirst-yearplacement Elementary Functionsorhigher Children’s Literature English Composition - Art, MusicandTheater Psychology ** indicatesfield-basedcourse * musttakewithpre-practicum(field-based component) ­Concentration inElementaryEducation Required EducationCourses forthe required courses. current informationaboutlicensureregulationsand Program Coordinatortoensuretheyhavethemost Concentration arerequiredtomeetwiththeLicensure Students interested in applying to the Education • • • • • • • • • • • •

topics for those licenses set forth in603 CMR 7.06. Some coursework addressingtherelevantsubjectknowledge semester hoursinupperandlowerlevelartssciences their preparationinapprovedundergraduateprograms. One courseinArt,MusicorTheaterthatsatisfies PSY 190 (Recommended) HIS120:UnitedStatesHistory EDU 420** EDU 365 EDU 325* EDU 324* EDU 323* EDU 321 EDU 302 EDU 220 EDU 201 (December 19,2011)] Licensure and Preparation Program Approval [603 CMR7.00RegulationsforEducator arts orsciencesmajorgeneraleducationrequirements. of thiscourseworkmightalsocounttowardtherequired 7.03 (2)(a)1i.Forelementary...: notlessthan36 7.05 (1)RouteOneisforteachercandidateswhoreceive the Corerequirements. Since 1877 to 1877andHIS121:UnitesStatesHistory United StatesII AND HIS119HistoryofModernEuropeandthe History ofModernEuropeandtheUnitedStatesI Psychology ofDevelopment: Practicum andSeminarin Schools inAmericanSociety Infancy andChildhood Elementary Education Needs Teaching StudentswithSpecial Instruction Literacy Developmentand Curriculum Mathematics intheElementary Elementary Curriculum History andSocialScienceinthe Elementary Curriculum Science andTechnology inthe Curriculum andMethods Teaching EnglishLanguageLearners: Elementary School Teaching andLearninginthe

7/19/13 2:02 PM

EDUCATION 63 64 DEPARTMENT OF EDUCATION

LICENSURE AS SUBJECT-SPECIFIC Recommended Liberal Arts Course for the ELEMENTARY/MIDDLE SCHOOL TEACHER Concentration in Elementary/Middle (PREK-8) School Education Assumption College offers students a state-approved program for teacher of visual art (PreK-8). Students • EDU 265 Effective Classroom Management who seek licensure as a PreK-8 Art teacher should • ENG 263 Children’s Literature meet with the Licensure Program Coordinator during their first-year for advising, and they should apply to LICENSURE AS SUBJECT-SPECIFIC MIDDLE the program during their sophomore year. Students SCHOOL TEACHER (5–8) must meet with the Licensure Program Coordinator Assumption College currently offers state-approved as part of their application to the Concentration. subject-specific middle school teacher (5–8) licensure Students may enroll in introductory Education courses programs in the following fields: biology, chemistry, during the first year and sophomore year without being English, general science, history, and mathematics. formally admitted to the Education Concentration. Students planning to seek subject-specific teacher Once admitted to the program, students meet with licensure are strongly encouraged to declare their intent the Licensure Program Coordinator each semester for by fall of the sophomore year. The student must meet advising about course selection, program requirements, with the Licensure Program Coordinator to apply and their progress in the Education Concentration. formally for the Concentration in Education program. Once admitted to the program, students meet with Required Liberal Arts Courses for the the Licensure Program Coordinator each semester for Concentration In Elementary/ advising about course selection, program requirements, Middle School Education and their progress in the Education Concentration. Both courses must be taken prior to the practicum. Required Liberal Arts Course for the • PSY 190 Psychology of Development: ­Concentration in Middle School Education Infancy and Childhood (also satisfies a Core requirement) • PSY 181 Psychology of Adolescence and • PSY 181 Psychology of Adolescence and Maturity (must be taken prior to the Maturity practicum)

Required Education Courses for the Required Education Courses for the ­Concentration In Elementary/Middle School ­Concentration in Middle School Education Education: Teacher of Visual Art (Prek-8) • EDU 201 Schools in American Society • EDU 240 Teaching and Learning in the • EDU 201 Schools in American Society Middle/Secondary School • EDU 220 Teaching and Learning in the • EDU 302 Teaching English Language Learners: Elementary School Curriculum and Methods • EDU 330* The Middle School: Concept and • EDU 330* The Middle School: Concept and Curriculum Curriculum • EDU 347* Curriculum and Methods in • One subject-specific methods course from among Visual Art the following: EDU 342* Curriculum and Methods in English Please note that EDU 347 is currently scheduled in (5–8; 8–12) alternate years (see course description). EDU 344* Curriculum and Methods in History and Social Science (5–8; 8–12) • EDU 365 Teaching Students with Special EDU 345* Curriculum and Methods in Needs Mathematics (5–8; 8–12) • EDU 420** Practicum and Seminar in EDU 346* Curriculum and Methods in Science Elementary Education and Technology (5–8; 8–12) OR • EDU 440** Practicum and Seminar in Middle/ Please note that methods courses are currently Secondary Education (depending on scheduled in alternate years (see course descriptions). practicum site) • EDU 365 Teaching Students with Special Needs * must take with pre-practicum (field-based component) • EDU 440** Practicum and Seminar in Middle/ ** indicates field-based course Secondary Education

43768_05_Education.indd 64 7/19/13 2:02 PM 43768_05_Education.indd 65 ­Concentration inMiddle/SecondaryEducation Required EducationCourses forthe ­Concentration inMiddle/SecondaryEducation Required Liberal Arts Course forthe semester abroad of methods courses and practicum in planning their Students shouldtakeparticularnoteoftheschedule program requirementswillbemetinatimelyfashion. Program Coordinatorinordertoensurethatall Languages andCultures(MCLC)theLicensure an advisorintheDepartmentofModernandClassical study abroadshouldconsultasearlypossiblewith tration inEducation,however, studentswhowishto language. BecauseofthedemandsConcen nities forstudentswhoseeklicensureasteacherof importance ofandsupportsstudyabroadopportu and theirprogressintheEducationConcentration. advising aboutcourseselection,programrequirements, Licensure ProgramCoordinatoreachsemesterfor admitted totheprogram,studentsmeetwith for the Concentration inEducation program. Once Licensure ProgramCoordinatortoapplyformally the sophomore year. The student must meet with the strongly encouragedtodeclaretheirintentbyfallof to seekmiddle/secondaryteacherlicensureare classical humanities,andvisualart.Studentsplanning (5–12) inthefieldsofFrench,Spanish,Latinand programs forlicensureasmiddle/secondaryteacher Assumption Collegecurrentlyoffersstate-approved MIDDLE/SECONDARY TEACHER(5–12) LICENSURE ASSUBJECT-SPECIFIC ** indicatesfield-basedcourse * Musttakewithpre-practicum(field-basedcomponent) ­Concentration inMiddleSchoolEducation Recommended Courses forthe • • • • • • • •

EDU 240 EDU 201 PSY 181 The EducationDepartmentrecognizesthe ENG 263 EDU 341 EDU 325 EDU 301 E DU 265

Schools inAmericanSociety Effective ClassroomManagement Middle/Secondary School Teaching andLearninginthe practicum) Maturity (mustbetakenpriortothe Psychology ofAdolescencea Children’s Literature Curriculum (5–12) Reading andWriting Acrossthe Instruction* Literacy Developmentand and Issues Multicultural Education:Approaches nd - - Concentration inMiddle/SecondaryEducation Recommended EducationCourse forthe scheduled in Please notethatmethodscoursesarecurrently following: One subject-specificmethodscoursefromthe ­Concentration inSecondaryEducation Required Liberal Arts Course forthe ensure thatallprogramrequirementswillbemet. meet withtheLicensureProgramCoordinatorinorderto reason to spend a semester in off-campus study must also Education Concentration. The student who plans for any selection, programrequirements,andtheirprogressinthe Coordinator eachsemesterforadvisingaboutcourse program, studentsmeetwiththeLicensureProgram Secondary Educationprogram.Onceadmittedtothe Coordinator toapplyformallyfortheConcentrationin The studentmustmeetwiththeLicensureProgram to declaretheirintentbyfallofthesophomoreyear. seek secondaryteacherlicensurearestronglyencouraged English, history, andmathematics.Studentsplanningto programs inthefollowingfields:biology, chemistry, subject-specific secondaryteacher(8–12)licensure Assumption Collegecurrentlyoffersstate-approved SECONDARY TEACHER(8–12) LICENSURE ASSUBJECT-SPECIFIC ** indicatesfield-basedcourse * musttakewithpre-practicum(field-basedcomponent) • • • • • • • • • •

EDU 440** ED EDU 347* EDU 343* E EDU PSY 181 EDU 341 EDU 301 EDU 265 DU 330* U 365 302 alternate years(seecoursedescriptions) Teaching EnglishLanguageLearners: Psychology ofAdolescenceand Effective ClassroomManagement Secondary Education Practicum andSeminarinMiddle/ Teaching StudentswithSpecialNeeds Curriculum andMethodsin Languages (5–12) Curriculum andMethodsinForeign Curriculum The MiddleSchool:Conceptand for Visual ArtsConcentrators) Curriculum andMethods(notreq. practicum) Maturity (mustbetakenprior tothe Curriculum* (5–12) Reading andWriting Acro and Issues Multicultural Education:Approaches ss the Visual Art . 7/19/13 2:02 PM

EDUCATION 65 66 DEPARTMENT OF EDUCATION

Required Education Courses for the Required Courses for the Minor In Education ­Concentration in Secondary Education • EDU 201 Schools in American Society • EDU 201 Schools in American Society • EDU 240 Teaching and Learning in the One of the following sets of courses: Middle/Secondary School • EDU 220 Teaching and Learning in the One subject-specific methods course from among the Elementary School following: AND • PSY 190 Psychology of Development: • EDU 342* Curriculum and Methods in English Infancy and Childhood (5–8; 8–12) OR • EDU 344* Curriculum and Methods in History • EDU 240 Teaching and Learning in Middle/ and Social Science (5–8; 8–12) Secondary School • EDU 345* Curriculum and Methods in AND Mathematics (5–8; 8–12) • PSY 181 Psychology of Adolescence and • EDU 346* Curriculum and Methods in Science Maturity and Technology (5–8; 8–12) • EDU 365 Teaching Students with Special Needs Please note that methods courses are currently scheduled in alternate years (see course descriptions). Electives may include the following education courses:

• EDU 302 Teaching English Language Learners: • EDU 265 Effective Classroom Management Curriculum and Methods • EDU 301 Multicultural Education: Approaches • EDU 365 Teaching Students with Special and Issues Needs • EDU 330 The Middle School: Concept and • EDU 440** Practicum and Seminar in Middle/ Curriculum Secondary Education • EDU 341 Reading and Writing Across the Curriculum (5–12) Recommended Education Courses for the Concentration in Secondary Education BA/MA PROGRAM FIFTH YEAR OPTION FOR THE MASTER OF ARTS IN SPECIAL • EDU 265 Effective Classroom Management EDUCATION • EDU 301 Multicultural Education: Approaches The Education Department offers a five-year program and Issues that allows a student to complete requirements for • EDU 330* The Middle School: Concept and both the Bachelor of Arts degree in a liberal arts or Curriculum science and the Master of Arts in Special Education • EDU 341 Reading and Writing Across the degree. The program leads to eligibility for the Curriculum (5–12) Massachusetts Initial License for Teacher of Students with Moderate Disabilities (PreK-8; 5–12) as well as a Massachusetts Initial license in one of Assumption’s * must take with pre-practicum (field-based component) approved programs offered at the undergraduate level. ** indicates field-based course Undergraduate students who are admitted to the BA/ MA program must be eligible for Initial licensure as MINOR IN EDUCATION elementary, middle, or secondary teacher. If admitted A minor in education is a good option for those to the program, they may begin taking graduate students interested in studying the broader social courses during the senior year and complete the and foundational dimensions of education, without master’s degree requirements in a fifth year of study at the requirements for teacher licensure. A minor in the College. Education is available in consultation with the Undergraduate students who are considering Licensure Program Coordinator. The student who applying to the BA/MA program should consult with declares the minor in education must take a total the Licensure Program Coordinator during the spring of six courses (18 credits) in education and related semester of the junior year to discuss eligibility and disciplines. The following four courses are required application procedures. Assumption students who in addition to two elective courses selected in consul- are interested in enrolling in the Master of Arts in tation with the Licensure Program Coordinator and Special Education program after their undergraduate approved by the Education Department Chairperson. studies should consult with the Director of the

43768_05_Education.indd 66 7/19/13 2:02 PM 43768_05_Education.indd 67 submitted to the Massachusetts Department of The followingdetailsdatathat AssumptionCollege on thoseassessments,andother relevantinformation. required forteacherlicensure, thestatewidepassrate preparation program completers on assessments and thegeneralpublic pass rateoftheteacher institutions ofhighereducationtodisclosetheState Title IIoftheHigherEducationAct*requires Preparation for Program Year 2011-2012 Assumption CollegeReporton Teacher appropriate. graduate programismodified,studentsarenotifiedofchangesas in accordancewithcurrentstateregulations.Intheeventthat of educator licensure and reserves the right to modify its programs Department ofElementaryandSecondaryEducationinallmatters Note: AssumptionCollegerespondstotheMassachusetts specific field(s)priortoenrollmentinthepracticum. Licensure (MTEL) required for licensure in their must passalloftheMassachusetts Tests forEducator and teacherofstudentswithmoderatedisabilities license aselementary, middle,orsecondaryteacher Assumption studentswhoseekaMassachusettsInitial junior year: of theGraduateSchool,ordinarilybyend candidates mustsubmitthefollowingtoOffice To applyforearlyadmissiontothefifth-yearprogram, encouraged toapply. Education Concentrationareeligibleandespecially must meetthefollowingstandards,andstudentsin to theMasterofArtsinSpecialEducationprogram All undergraduatestudentswhoseekearlyadmission Arts inSpecialEducation Criteria forEarly Admission totheMasterof the GraduateStudies. Master ofArtsinSpecialEducationfromtheOffice Interested studentsmayrequestinformationaboutthe Special Educationprogramtoplanacourseofstudy. • • • • • • • A personalstatementofinterest. A currentresume; Three lettersofrecommendation; A transcriptofundergraduatestudy; Assumption students); An officialapplicationform(feewaivedfor the 5–12level. appropriate toMassachusettsteacherlicensureat academic subjectsoftheliberalartsandsciences candidates musthaveamajorinoneoftheCore If theyarenotintheConcentrationEducation, GPA anda3.0GPA inthemajorfieldofstudy; Candidates musthaveatleasta3.3cumulative for thewritingsubtest,100%. reading subtestofthisbasicskillstestwas100%and period was100%.TheCollegepassrateforthe for EducatorLicensure(MTEL)duringthereporting and LiteracySkillsTest of the Massachusetts Tests of the51completerswhotookCommunication had 51programcompleters.Theaggregatepassrate required was390. number of hours of supervised student teaching student teachingrequiredwas13.Theaveragetotal was 30; the average number of weeks of supervised student teaching hours required per student per week ratio was2:1.Theaveragenumberofsupervised and sciences departments. The student teacher/faculty from theEducationdepartmentaswellliberalarts teaching supervisedbyatotalof25facultymembers all specializations. There were 51 students instudent students enrolledintheteacherpreparationprogram, 2013, forprogramyear2011-2012. Elementary andSecondaryEducationonApril23, Students willalsocomparethe structureofschoolsat and exploringtheinteraction of thesedifferentagencies. roles ofthedifferenteducationagencies (local,state,federal) the controlandgovernanceof schoolsbycomparingthe of theroleschoolinginAmerican society. Theyexamine In thiscourse,studentswillgain anin-depthunderstanding EDU 201 EDUCATION (EDU) descriptions (f) (2)] * Title IIoftheHigherEducationAct[Sections207(f)(1)and 100%, whichexceededthestatewidepassrateof98%. Educator Licensurein2011-2012withapassrateof completers passedtherequiredMassachusettsTests for licensure. with ModerateDisabilities,5-12,orvisualartInitial English, history, mathematics,theTeacher ofStudents passed requiredacademiccontenttestsfor rate of100%.Twenty of20programcompleters PreK-8 Initiallicenseresultinginanaggregatepass the Teacher ofStudentswithModerateDisabilities, tests requiredforanElementaryInitiallicenseor Foundations ofReadingandtheGeneralCurriculum COURSE In programyear2011-2012,AssumptionCollege In academicyear2011-2012,therewere94 In summary, AssumptionCollegeprogram Thirty-one of31programcompleterspassedthe SCHOOLS IN AMERICAN SOCIETY 7/19/13 2:02 PM

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different levels (elementary, middle, secondary) and analyze own cultural heritages; they also will be required to conduct the relationship between the structure and the purpose a field study of multicultural education at a school site. schooling is intended to serve within society. Students also Prerequisite: EDU 201. (Fall) investigate the relationship between schools and society, in Danker/Three credits particular, the conflicting societal goals for schooling and the diverse societal pressures which impact on the schools’ EDU 302 TEACHING ENGLISH LANGUAGE LEARNERS: ability to achieve the intended or articulated goals. Counts CURRICULUM AND METHODS in the Core Requirements. (Fall, Spring) This course is designed to help students learn about the D’Souza, Stutz/Three credits particular learning needs of English Language Learners and, in turn, to design content instruction for that audience. EDU 220 TEACHING AND LEARNING IN THE The course will develop participants’ knowledge of the ELEMENTARY SCHOOL context and academic landscape in which non-native English This course emphasizes the interrelated aspects of teaching speakers learn in K-12 settings. Students will be introduced and learning in an elementary school. Students examine the to the structural levels of language and to theories, practices of effective elementary teachers and the purposes principles, and processes of language acquisition, and they of the elementary school in educating children. Topics will begin to explore various pedagogical implications. such as learning environments, the application of learning Particular focus will also be given to reading of complex theories to instruction, and classroom management specific informational and literary texts, responding to text-based to students in elementary school are included. Prerequisite: questions, writing from sources, and building academic EDU 201 or taken concurrently. (Fall, Spring) vocabulary and background knowledge through discussion, Howe, Kielbasa/Three credits reading, and writing. (Fall, Spring) Walsh/Three credits EDU 240 TEACHING AND LEARNING IN THE MIDDLE/ SECONDARY SCHOOL EDU 321 SCIENCE AND TECHNOLOGY IN THE This course emphasizes the interrelated aspects of teaching ELEMENTARY CURRICULUM and learning in middle/secondary school. Students examine In this course, students draw from contemporary teaching the practices of effective teachers and the purposes of the and learning theories to design and implement effective middle/secondary school in educating adolescents. Topics science lessons and units for elementary school children. such as learning environments, the application of learning An emphasis will be placed on four domains, 1) identifying theories to instruction, and classroom management specific appropriate science content relative to grade level, to middle/secondary students are included. Prerequisite: 2) understanding the common misconceptions that children EDU 201 or taken concurrently. (Fall, Spring) harbor about scientific topics, 3) developing inquiry- Stutz/Three credits based lessons to foster children’s conceptual learning, and 4) identifying varied ways of assessing children’s learning. EDU 265 EFFECTIVE CLASSROOM MANAGEMENT Significant attention throughout is given to understanding In order to maximize student achievement, teachers must what it means to “do science” and how to help elementary be good classroom managers. This course will use positive children appreciate a scientific way of knowing about behavior supports as a framework to introduce students the world. Lesson design and teaching is aligned with to evidence-based classroom management techniques the Massachusetts Science and Technology/Engineering and strategies. Students will learn about theoretical and Curriculum Framework. (Fall, Spring) empirical support for behavioral approaches to teaching and Howe, Staff/Three credits learning and their application in school-wide, classroom, and non-classroom settings. In addition, students will understand EDU 323 HISTORY AND SOCIAL SCIENCE IN THE a proactive, multi-tier level model of behavior support, ELEMENTARY CURRICULUM including implementation strategies that they will be able to This course is designed to familiarize students with the apply in their own classrooms regardless of student age or history and social science curriculum at the elementary level; ability level. Prerequisite: EDU 201. (Fall, Spring) examine the theoretical and research bases for effective Myers/Three credits teaching and learning in the field of social studies, and apply this knowledge in the design, implementation, EDU 301 MULTICULTURAL EDUCATION: and evaluation of their own instructional efforts. Topics APPROACHES AND ISSUES emphasize teaching about local, United States and world This course provides an in-depth study of the concept of history, geography, economics, and government, as well multicultural education as it has evolved since the 1960s and as the fundamental citizenship mission of social studies. explores the various approaches to teaching and learning in Students also examine the Massachusetts History and a diverse society. Issues and controversies related to class, Social Science Curriculum Framework and use it as a guide ethnicity, exceptionality, gender, language, race, and religion for their lesson planning. Traditions, issues, and current in the classroom are discussed. Students will reflect on their curriculum concerns in social studies at the elementary level

43768_05_Education.indd 68 7/19/13 2:02 PM 43768_05_Education.indd 69 Kielbasa/ Concentrators. MusttakewithEDU 325F. (Spring) field-based componenttothis course. LimitedtoEducation as aguidefortheirownlessonpreparation.Thereis Massachusetts EnglishLanguageArtsCurriculumFramework standards-based curriculum.Inparticular, studentsusethe literacy instructionforalllearnersinaccordancewith assessment. Thiscoursepreparesstudentstoplaneffective current models of and approaches to literacy instruction and Students examineprocessesofreadingandwriting,aswell and writing to learn in the middle/secondary grades. progressing throughthemoreadvancedstagesofreading mental perspective,beginningwithemergentliteracyand In thiscourse,studentsstudyliteracyfromadevelop EDU 325 Staff/ enrolled inEDU324concurrently. (Fall) complete pre-practicumtasksrequired.Studentsmustbe 324. Studentsspendatleast25hoursthefieldsiteand This isthesupervisedfield-basedcomponentofEDU EDU 324F de laCruz/ EDU 324F. (Fall) 150 LimitedtoEducationConcentrators.Musttakewith is afield-basedcomponenttothiscourse.Prerequisite:MAT and themultiplewaysofassessingchildren’s learning.There problem-solving) ofexpressingconceptualunderstanding of thevariedmethods(e.g.,algorithms,manipulatives, attention isgiventodevelopingstudents’understanding conceptual awarenessofmathematicsconcepts.Particular mathematics lessons that seek to promote children’s learning theories to design and implement effective Curriculum Framework,studentswilldrawuponvarious informed by the standards in the Massachusetts Mathematics mathematical conceptsintheelementaryclassroom.As This course examines theteachingand learning of EDU 324 Staff/ enrolled inEDU323concurrently. (Fall) complete pre-practicumtasksrequired.Studentsmustbe 323. Studentsspendatleast25hoursthefieldsiteand This isthesupervisedfield-basedcomponentofEDU EDU 323F D’Souza/ EDU 323F. (Fall) course. LimitedtoEducationConcentrators. Must takewith are exploredaswell.Thereisafield-basedcomponenttothis One credit One credit Three credits Three credits Three credits INSTRUCTION ELEMENTARY CURRICULUM CURRICULUM SCIENCE IN THE ELEMENTARY CURRICULUM LITERACY DEVELOPMENT AND PRE-PRACTICUM: MATHEMATICS IN THE MATHEMATICS IN THE ELEMENTARY PRE-PRACTICUM: HISTORY AND SOCIAL - Staff/ must takewithEDU330F. (Spring) 201. PreferencedtoEducationConcentrators.Concentrators this courseforeducationconcentrators.Prerequisite:EDU middle level learners. There is a field-based component to tional strategies,andthedesignofinterdisciplinary units for will alsoinvestigatecurriculum,groupingpractices,instruc trends relatedtolearningandtheearlyadolescent.Theclass along with information concerning current reforms and historical perspectiveontheconceptofmiddleschool This course is designed to provide prospective teachers with EDU 330 Staff/ enrolled inEDU325concurrently. (Spring) complete pre-practicumtasksrequired.Studentsmustbe 325. Studentsspendatleast25hoursthefieldsiteand This isthesupervisedfield-basedcomponentofEDU EDU 325F apply thatknowledgeinthedesign, implementation,and theoretical andresearchbasesof theteachingofEnglishand The courseisdesignedtohelp studentsexaminethe EDU 342 Staff/ enrolled inEDU341.(Fall2013,Fall2015) complete pre-practicumtasksrequired.Studentsmustbe 341. Studentsspendatleast25hoursthefieldsiteand This isthesupervisedfield-basedcomponentofEDU 341F EDU Staff/ Concentrators. (Fall2013,Fall2015) practice. Prerequisite:EDU201.PreferencedtoEducation throughout the course on linking theory and research to the rolesofteachersandadministrators.Thereisafocus materials, cultural influences, assessment andevaluation, and development forreadingandwritingtolearn,methods education. Itaddressesavarietyoftopicssuchasstrategy responding tocontentareatextinmiddle/secondary research relatedtotheprocessesofreading,writing,and This courseemphasizestheinvestigationoftheoryand 341 EDU Staff/ enrolled inEDU330concurrently. (Spring) complete pre-practicumtasksrequired.Studentsmustbe Students spend at least 25 hours at the field site and This isthesupervisedfield-basedcomponentofEDU 330. EDU 330F Three credits One credit One credit Three credits One credit CURRICULUM AND INSTRUCTION (5–8; 8–12) ACROSS THE CURRICULUM(5–12) CURRICULUM (5–12) CURRICULUM CONCEPT AND THE MIDDLESCHOOL: CONCEPT AND PRE-PRACTICUM: LITERACY DEVELOPMENT CURRICULUM AND METHODSINENGLISH PRE-PRACTICUM:READING ANDWRITING READING ANDWRITINGACROSS THE PRE-PRACTICUM: THE MIDDLESCHOOL - 7/19/13 2:02 PM

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analysis of their English teaching. Topics include teaching studies. Students also examine the Massachusetts History about literature, reading, writing, and language use. Students and Social Science Curriculum Framework and use it as a also examine the Massachusetts English Language Arts guide for their lesson preparation. Traditions, issues, and Curriculum Framework and use it as a guide for their own current curriculum concerns in social studies are explored lesson preparation. As the students work their way through as well. There is a field-based component to this course. these components, they also complete pre-practicum Limited to Education Concentrators. Must take with EDU field work, observing and assisting an English teacher at 344. (Fall 2012, Fall 2014) a local middle or secondary school. There is a field-based D’Souza/Three credits component to this course. Limited to Education Concen- trators. Must take with EDU 342F. (Fall 2012, Fall 2014) EDU 344F PRE-PRACTICUM: CURRICULUM AND Stutz/Three credits METHODS IN HISTORY AND SOCIAL SCIENCE (5–8; 8–12) EDU 342F PRE-PRACTICUM: CURRICULUM AND This is the supervised field-based component of EDU METHODS IN ENGLISH (5–8; 8–12) 344. Students spend at least 40 hours at the field site and This is the supervised field-based component of EDU complete pre-practicum tasks required. Students must be 342. Students spend at least 40 hours at the field site and enrolled in EDU 344 concurrently. (Fall 2012, Fall 2014) complete pre-practicum tasks required. Students must be Staff/One credit enrolled in EDU 342 concurrently. (Fall 2012, Fall 2014) Staff/One credit EDU 345 CURRICULUM AND METHODS IN MATHEMATICS (5–8; 8–12) EDU 343 CURRICULUM AND METHODS IN FOREIGN This course considers the teacher’s role and responsibilities LANGUAGES (5–12) in teaching mathematics at the middle/secondary level. This course is designed to help students examine the Emphasis is placed on curriculum, instructional techniques, theoretical and research bases of the teaching of foreign and materials for mathematics instruction in middle/ languages, and apply that knowledge to the design and secondary education in accordance with standards set by the implementation of foreign language curricula. Topics National Council of Teachers of Mathematics (NCTM) and include the evolution of foreign language pedagogy, theory the Massachusetts Mathematics Curriculum Framework. The of second-language acquisition, the role of grammar in overall goal of this course is to prepare the student to teach contextualized instruction, understanding proficiency and middle/secondary level mathematics effectively. There is a the ACTFL guidelines, teaching for cultural understanding, field-based component to this course. Limited to Education the relationship between foreign languages and other Concentrators. Must take with EDU 345F. (Fall 2012, Fall areas of the curriculum, and state and national standards, 2014) including the Massachusetts Foreign Languages Curriculum de la Cruz/Three credits Framework. There is a field-based component to this course. Limited to Education Concentrators. Must take with EDU EDU 345F PRE-PRACTICUM: CURRICULUM AND 343F. (Fall 2013) METHODS IN MATHEMATICS (5–8; 8–12) Staff/Three credits This is the supervised field-based component of EDU 345. Students spend at least 40 hours at the field site and EDU 343 PRE-PRACTICUM: CURRICULUM AND complete pre-practicum tasks required. Students must be METHODS IN FOREIGN LANGUAGES (5–12) enrolled in EDU 345 concurrently. (Fall 2012, Fall 2014) This is the supervised field-based component of EDU Staff/One credit 343. Students spend at least 40 hours at the field site and complete pre-practicum tasks required. Students must be EDU 346 CURRICULUM AND METHODS IN SCIENCE enrolled in EDU 343 concurrently. (Fall 2013) AND TECHNOLOGY (5–8; 8–12) Staff/One credit This course is designed to provide students with an understanding of the role and responsibilities of the EDU 344 CURRICULUM AND METHODS IN HISTORY middle/secondary teacher of science. Emphasis is placed AND SOCIAL SCIENCE (5–8; 8–12) on curriculum, instructional techniques, and materials for This course is designed to help students become familiar middle/secondary science instruction. Drawing on their with the history and social science curriculum at the middle/ knowledge of the developmental stages of the adolescent, secondary level, examine the theoretical and research bases students design, implement, and evaluate instructional for effective teaching and learning in the field of social material to develop effective science lessons. Topics studies, and apply this knowledge in the design, implemen- emphasized include methods and materials for teaching tation, and evaluation of their own instructional efforts. science, assessment of learning, relationships among Topics emphasize teaching about local, United States and the different disciplines of science, and professional world history, geography, economics, and political science development. Students also examine the Massachusetts as well as the fundamental citizenship mission of social Science and Technology/Engineering Curriculum Framework

43768_05_Education.indd 70 7/19/13 2:02 PM 43768_05_Education.indd 71 Koretz, Myers,Vander Hart/ service learning.Prerequisite:EDU 201.(Fall,Spring) with exceptionalities.Thecourse mayincludecommunity understanding and acceptance of children and adolescents curriculum. Thecourseisdesignedtoencourageproper and theneedformodificationofinstructionacross addresses individualdifferencesinchildrenandadolescents challenges facingtheregularclassroomteacher. Thiscourse how todoitwithrespectinstructionalandmanagement of studentsintheinclusiveclassroomandonwhattodo This coursefocusesonthevarioustypesoflearningneeds EDU 365 Staff/ enrolled inEDU347concurrently. (Fall2012,Fall2014) complete pre-practicumtasksrequired.Studentsmustbe 347. Studentsspendatleast40hoursthefieldsiteand This isthesupervisedfield-basedcomponentofEDU EDU 347F Staff/ trators. MusttakewithEDU347F. (Fall2012,Fall2014) component tothiscourse.LimitedEducationConcen it inlessonandunitpreparation.Thereisafield-based Massachusetts ArtsCurriculumFrameworkandemploy visual artandotherdisciplines.Studentswillexaminethe as reflectedthroughvisualart,andtheconnectionsamong instruction andassessmentinvisualart,multiculturalism instruction invisualart.Topics includeselectedmodelsof teaching skills necessary todesign andpresent effective levels. Studentsalsosystematicallyacquireandrefinethe standards-based initiativesatthenational,state,andlocal especially as they serve to contextualize the current historical, andpracticalfoundationsofvisualarteducation, affords studentstheopportunitytostudyphilosophical, models, teaching strategies, and assessment practices. It This coursefocusesonthevisualartcurriculum,instructional EDU 347 Staff/ enrolled inEDU346concurrently. (Fall2012,Fall2014) complete pre-practicumtasksrequired.Studentsmustbe 346. Studentsspendatleast40hoursthefieldsiteand This isthesupervisedfield-basedcomponentofEDU EDU 346F Howe, Staff/ Fall 2014) Concentrators. MusttakewithEDU346F. (Fall2012, field-based componenttothiscourse.LimitedEducation and useitasaguideinlesson preparation. Thereisa One credit Three credits One credit METHODS IN VISUAL ART METHODS VISUAL ART (5–8; 8–12) SCIENCE ANDTECHNOLOGY IN METHODS TEACHING STUDENTS WITH SPECIALNEEDS PRE-PRACTICUM: CURRICULUM AND CURRICULUM AND METHODSIN PRE-PRACTICUM: CURRICULUM AND Three credits Three credits - a weeklyseminar. Practicumstudentsfollowtheelementary site forthespringsemester. Studentsarerequiredtoattend The practicum studentwillspendfullschooldaysatthefield the immediateguidanceofasupervisingpractitioner. general directionofaprogramsupervisorandunder The studentwillperformpracticumactivitiesunderthe EDU 420 Staff/ discipline. Aspecialtopicscoursemayhaveprerequisites. greater depth than ispossible in existingcourses within the to investigatecurrentPreK-12issuesandinstructionin school education.Thecourseallowsstudentsopportunities and relevance to elementary, middle, and/or secondary research interests.Topics areselectedbasedontimeliness, English, history, literacy, mathematics,science),orfaculty in ageneralordiscipline-specificeducationcourse(e.g., designated bystudents,extensionsoftopicsaddressed in PreK-12education.Itrespondstospecificinterests This courseaddressescontemporaryissuesandinstruction EDU 399 required Massachusetts Tests for Educator Licensure (MTEL) secondary educationconcentrators whohavepassedall typical endingdateforthepracticum. Limitedtomiddle/ will extendhisorherpracticum placementbeyondthe Education Chair, and,ifapproved,thepracticumstudent requests mustbemadeinwritingandaddressedtothe to attendAssumptionCollegesponsoredevents.Such the practicum,practicumstudentsmayrequestapproval classes maynotbeinsession.Priortothebeginningof in session,includingthosedayswhenAssumptionCollege and thereforeareexpected to beattheschooleachdayitis middle orsecondaryschoolcalendarduringtheirpracticum attend aweeklyseminar. Practicumstudentsfollowthe field siteforthespringsemester. Studentsarerequiredto The practicum studentwillspendfullschooldaysatthe the immediateguidanceofasupervisingpractitioner. general directionofaprogramsupervisorandunder The studentwillperformpracticumactivitiesunderthe EDU 440 Arena, Dion,D’Souza,Lawrence,Mulry/ senior year. EducationPracticumFee:$100.(Spring) Tests forEducatorLicensure(MTEL)byDecember31ofthe concentrators whohavepassedallrequiredMassachusetts date forthepracticum.LimitedtoElementaryEducation his orherpracticumplacementbeyondthetypicalending Chair, and,ifapproved,thepracticumstudentwillextend must bemadeinwritingandaddressedtotheEducation attend AssumptionCollegesponsoredevents.Suchrequests the practicum, practicum students mayrequest approval to classes maynotbeinsession.Priortothebeginningof session, includingthosedayswhenAssumptionCollege expected tobeattheelementaryschooleachdayitisin school calendarduringtheirpracticumandthereforeare Three credits ELEMENTARY EDUCATION SECONDARY EDUCATION PRACTICUM AND SEMINARIN SPECIAL TOPICS INEDUCATION PRACTICUM AND SEMINARINMIDDLE/ Twelve credits 7/19/13 2:02 PM

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by December 31 of the senior year. Education Practicum Fee: EDU 552 FOUNDATIONS OF TEACHING READING $100. (Spring) This course introduces students to the theoretical and de la Cruz, Lea, Howe, Keating, Stutz/Twelve credits philosophical bases underlying reading development. Using the stages of reading development as a frame, students EDU 444 HONORS THESIS IN EDUCATION explore the role of phonemic awareness, phonics, vocabulary In this course the student will conduct the research development, and reading comprehension at stages project that was proposed and approved during the from emergent literacy to mature reading. Students also Honors Seminar (HON 300). The research project will investigate the relationship of reading to writing, language be an original research thesis or creative work under the and cultural influences on reading development, instruc- supervision of a faculty mentor. A summary of the capstone tional models of reading, methods and materials for reading work will be presented at the Honors Colloquium at the instruction, and the assessment and evaluation of reading end of the semester. This course will count as an elective development. There is a focus throughout the course on in the Education concentration. Prerequisite: HON 300; connecting theory and research to current practice and membership in Honors Program policy, with specific focus on the Massachusetts English Staff/Three credits Language Arts Curriculum Framework. (Summer) Maynard/Three credits EDU 499 INDEPENDENT STUDY Open to all qualified junior and senior education concen- SED 560 FOUNDATIONS OF SPECIAL EDUCATION trators with permission of the instructor, the Chairperson of This course focuses on the overview of special education, the Education Department, and the Dean of Studies. various categories of disabilities, and educational issues Staff/One to Three credits and strategies for teaching and accommodating pupils with Graduate courses in Special Education are open to qualified special needs. This course serves to familiarize graduate seniors in the Concentration in Education with official students with the historical, theoretical, and philosophical approval by the Chairperson of the Education Department bases underlying special education including the current and the Provost. Registration forms for graduate courses are laws, landmark decisions, and educational mandates that available in the Office of the Registrar. Students interested in govern the education for all children and adolescents with taking a graduate course for undergraduate credit may obtain disabilities. It also encourages proper understanding of a list of courses available each semester in the Office of the critical issues with regard to individuals with disabilities. Education Department. Services provided by other agencies are also discussed. This course provides an essential foundation for further study in GRADUATE COURSE DESCRIPTIONS special education. (Fall, Spring) Koretz, Vander Hart/Three credits SED 502 TEACHING ENGLISH LANGUAGE LEARNERS WITH AND WITHOUT SPECIAL NEEDS SED 561 INDIVIDUALIZED EDUCATION PLANNING: This course introduces the structural levels of language, A COLLABORATIVE APPROACH theories, principles, and processes of language acquisition. Responding to IDEA 2004, professional standards, theory, The course also focuses on reading of complex informa- and contemporary research, this course frames the special tional and literary texts, responding to text-based questions, education process as a collaborative, tiered problem solving writing from sources, and building academic vocabulary approach to individualized educational planning. Through and background knowledge through discussion, reading, evidence-based tools, best practices, application, and and writing. Graduate students will explore and examine interactive discussions, students investigate learning and various effective instructional approaches and pedagogical behavior struggles to construct quality IEPs and documents. implications with critical appreciation for full range of The course concludes with formulating a proactive action English language learners (PreK-12), including those with plan to promote a culture of professional support and special needs (Staff)/Three credits cooperation in school settings. Prerequisite: SED 560 or taken concurrently. (Fall) EDU 512 INTRODUCTION TO RESEARCH IN Koretz/Three credits EDUCATION This course is designed to enable students to become critical PSY/SED 563 DEVELOPMENTAL PATHWAYS AND readers of research in education. It also helps them to design CHALLENGES and conduct research in an educational setting. Both quanti- This course provides a comprehensive examination of human tative and qualitative methodologies are addressed. Students growth and development of children and adolescents in the are expected to analyze research reports and to design physical, cognitive, language, social, and emotional domains potential research projects. (Summer) with an emphasis on both typical and atypical development. Myers/Three credits This course assists graduate students to better understand the relationships between developmental challenges and their effects on learning, thereby enabling them to examine

43768_05_Education.indd 72 7/19/13 2:02 PM 43768_05_Education.indd 73 disabilities ingeneraleducationsettings.Emphasisisplaced strategies forchildrenandadolescentswithmoderate modify curriculum,instructionalmaterials,andteaching special learningneeds.Studentslearnwaystodesignand inclusive education for children and adolescents with This courseisdesignedtoenablestudentspractice 570 SED Myers/ the learningenvironmentareconsidered.(Fall,Spring) strategies toenhanceclassroommanagement,organization,and necessary forspecialeducatorsisemphasized.Research-based approach withafocusonconsultationandcollaborationskills and maintainthemingeneraleducationclassrooms.Ateam both preparechildrenandadolescentswithspecialneedsfor to identify, analyze, implement, and evaluate interventions that a cognitive-behavioralapproachwithin developmental context inclusive andspecialeducationclassrooms.Studentslearntouse the effectiveuseofbehavioralassessmentandinterventionsin This courseisdesignedtoprovidestudentswithprinciplesfor 568 PSY/SED Vandergrift/ PSY/SED 563ortakenconcurrently. (Spring) sionals arealsoincluded.Prerequisiteorconcurrentcourse: preparation, and communication with families and other profes interpretation ofresultsassessment,reportwriting,IEP Topics suchasportfolioassessment,alternative decision making and the preparation and evaluation of IEPs. characteristics, therebyprovidingabasisforeducational objective dataregardingindividualskillrepertoiresandlearning Emphasis isplacedonthoseassessmentstrategiesthatyield cognitive, language, social, and emotional development. frequently useddiagnosticassessmenttoolsinareasofphysical, using asystematicandcomprehensiveapproach.Theyexamine informal assessmentofstudentswithspeciallearningneeds In thiscourse,studentsgainknowledgeofbothformaland PSY/SED 566 Vandergrift adolescents withspecialneeds.(Fall) interventions withcriticalappreciationforchildrenand and implementeffectiveinstructionalapproaches Three credits /Three credits Three credits CLASSROOM PRACTICE INCLUSION: THEORY AND INTERVENTIONS ADOLESCENTS NEEDS OFCHILDREN AND BEHAVIORAL ASSESSMENTAND ASSESSMENT OFSPECIALLEARNING - Curriculum Framework, and the critical role ofthe teacher implementation oftheMassachusettsEnglishLanguageArts vs. interventionremediationofreadingdifficulties, children withreading/learningdisabilities,prevention linguistic diversity, theinfluenceoflegislationregarding who havereadingproblems.Issuessuchasculturaland tional strategiesthathaveprovedsuccessfulwithlearners and toolsofassessment,modelsreadinginstruc They investigateetiologyofreadingdifficulties,principles including therelationshipbetweenreadingandwriting. philosophical basesunderlyingreadingdevelopment, disabilities, studentsexplorethetheoreticaland Drawing from seminal research in reading and reading EDU 572 Vander Hart/ SED 560(Spring) and instructioninthestate’s publicschools.Prerequisite: Massachusetts curriculumframeworksthatgoverncontent (IEP), consultation and collaboration skills, as well as on the and ongoingevaluationoftheIndividualizedEducation Plan on the teacher’s role inthe preparation, implementation, de laCruz/ the criticalroleofteacherarealsoconsidered.(Summer) the MassachusettsMathematicsCurriculumFrameworkand remediation ofproblemsinmathematics,implementation with learningdisabilities,preventionvs.intervention diversity, theinfluenceoflegislationconcerning children in mathematics. Issues such as cultural and linguistic have provedsuccessfulwithlearnerswhoproblems principles ofassessment,andinstructionalstrategiesthat concepts and skills, etiology of difficulties in mathematics, disabilities, studentsexploretheacquisitionofmathematics research inmathematicsinstructionand of children’s difficultyinmathematics.Drawingfromseminal with particularemphasisontheidentificationandprevention and philosophical bases underlying acquisition of numeracy, This courseservestofamiliarizestudentswiththetheoretical EDU 574 Maynard/ (Summer) the MassachusettsTests forEducatorLicensure(MTEL). of passingscoreontheFoundationsReadingTest of equivalent course in foundations of reading OR evidence are alsoconsidered.Prerequisite:EDU325,552or Three credits Three credits LEARNERS TEACHING READING TO DIVERSELEARNERS TEACHING MATHEMATICS TO DIVERSE Three credits - 7/19/13 2:02 PM

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Professors: Christopher T. Beyers, Lucia Z. Knoles, Ann 2. To read critically and empathetically, recognizing B. Murphy, David Thoreen; Associate Professors: Paul the significance, quality, and consequences of Ady, Bryan Carella, Becky L. DiBiasio (Chairperson), language Michael Land, James Lang, Rachel Ramsey, Paul 3. To write and speak effectively, exhibiting an Shields; Assistant Professors: Allison Meyer; Visiting awareness of audience Instructors: Mary DiDomenico, Shahara Drew, Linda 4. To ask ethical questions about literature and its Grochowolski, John Hodgen, Christine Keating, consequences for their values and ways of being in Andrew Lacombe, Bruce Lundeen, David Nordman. the world 5. To gain a more informed and global understanding MISSION STATEMENT of cultural and historical differences Literature adds to reality, it does not simply describe it. 6. To take intellectual risks, to synthesize the – C.S. Lewis questions and approaches of the discipline they have learned, and to take responsibility for their Literature addresses profound and enduring questions own learning about what it means to be a human being, while 7. To become lifelong active and engaged learners challenging us to recognize complexity and ambiguity in our exploration of those questions. The study and The English Department offers majors and minors in creation of literature in all its written, visual, and perfor- English: Literature, and English: Writing and Mass mative forms is an enlightening quest of self-discovery Communication. that exposes us to a wide range of aesthetic sensibilities and reveals our strengths, vulnerabilities, and potential MAJOR IN ENGLISH: LITERATURE for change. Experiencing literature leads us to ask The Major in English literature aims at developing a deeper questions about our spiritual, intellectual, heightened appreciation of language through a close personal, and cultural assumptions, so that we can come study of literature and greater facility in expression to know ourselves and our larger world more fully. through regular written and oral presentations. The Through their engagement with literature, program seeks to develop powers of observation English majors will learn to pose questions and employ and discernment and to broaden awareness of the methods specific to the field of literary studies, and world, of our common humanity, and of the self. to explore the implications of these ways of knowing. The English Department offers courses in speech, They will be asked to read critically and empathet- theatre arts, writing, and film, in addition to ically, and to recognize the significance, quality, and those emphasizing historical, generic, or thematic consequences of language. The department expects approaches to English and American literature. English majors to learn the value of writing as a means Students also have opportunities to develop their of discovery, as well as to learn to write and speak talents in creative and professional writing in many effectively, exhibiting an awareness of audience. forms of media. Every course in the department, Courses will challenge students to ask ethical questions whether nominally emphasizing literary study or about literature and its consequences for their values communication skills, constantly seeks to reinforce and ways of being in the world. Students will also gain the relationship between reading, writing, speaking, a more informed and global understanding of cultural and critical thinking. and historical differences. The department seeks to Traditionally, the English Major has prepared inspire students to take intellectual risks, to synthesize students for graduate school and law school, and the questions and approaches of the discipline they for careers in creative and professional writing, in have learned, and to take responsibility for their advertising, in non-profit organizations, in journalism continued learning. The English major prepares and publishing, in public relations, and in teaching. students in both their personal and their professional Today, the great need for able writers provides lives to become active and engaged learners. opportunities for English majors virtually everywhere, especially if they supplement the major with selected Learning Goals study in foreign languages, art, computer science, The department understands “literary,” “literature” and the natural sciences, economics, management, or “language” to include written, visual, and performative psychology, to cite a few of the obvious examples. texts. As members of the English Department, we want The study of literature and language, however, is our students to do the following: broadly humanistic and not narrowly pre-professional; 1. To pose questions and employ methods specific accordingly, the department urges its majors to pursue to the field of literary studies and to explore the the traditional liberal arts as the context of their implications of these ways of knowing pre-professional education.

43768_06_English.indd 74 7/19/13 2:27 PM 43768_06_English.indd 75 MAJOR ELECTIVES(5) following: One 200–300levelwritingcoursechosenfromthe WRITING UNIT(1) Survey IbeforeII: listed ornumbered,althoughitispreferabletotake taken according to the sequence in which they are The followingcoursesarerequiredbutneednotbe HISTORICAL PERSPECTIVE(3) GATEWAY(2) MAJOR TO THE REQUIRED COURSES(12) 14 coursesdesignatedENGfortheLiteraturemajor. included amongthefour. Studentsmaytakea total of must beatthe300–400level.TheSeniorSeminaris Students shouldnotethatatleastfourofthesecourses Composition or LTE 140 Introduction to Literature. courses. ThesedonotincludeENG130English curriculum asdefinedinthecatalogof2009–2010. of 2014.Memberstheclass2014willfollow and 2016,butmaybeadoptedbymembersoftheclass The requirements below apply to the classes of 2015 THE CURRICULUM 2. 1. ENG 309 ENG 308 ENG 307 ENG 306 ENG 305 ENG 304 ENG 303 ENG 302 ENG 301 ENG 209 ENG 203 ENG 202 ENG 201 ENG 223 ENG 222 ENG 221 ENG 220 ENG 219 The MajorinEnglish:Literatureconsistsoftwelve American, Latinoorpost-colonial writers, under-represented groups,suchasAfrican- written before1800 At leastonecourseinwriting byhistorically At leastone300-levelclassin literature Nonfiction Writing Workshop: Creative Writing andEditing Writing Workshop: Drama Writing Workshop: Poetry Writing Workshop: Fiction Business andTechnical Writing Magazine Writing Special Topics inJournalism Communication Special Topics inWriting andMass Creative Writing Writing Workshop: Autobiography Introduction toJournalism Argument andPersuasion Beginnings tothePresent Survey ofAmericanLiterature: Century tothePresent Survey ofBritishLiteratureII:19th Beginnings tothe18thCentury Survey ofBritishLiteratureI: Reading andInterpretation (WE) Gateway:Approachesto Media Analysis (WE) Gateway:Approachesto or senioryear. permission isrequired.Aninternshiprecommendedinthejunior (CLT) canbecountedtowardtheEnglishmajor;nospecial (FRE, GER,ITA, SPA), oronecomparativeliteraturecourse language (GRK,LAT), oneliteraturecourseinaforeignlanguage least fourmustbeatthe300–400level.Onecourseinclassical should notethatof thetwelve courses required for the major, at literature, writing,andfilm.Inmakingthesechoices,thestudent These coursescanbechosenfromtheEnglishcourseofferingsin NOTE: These classes cannot double count foreach other. CAPSTONE SENIORSEMINARENG411–414(1) These electivecoursescannotdouble-countwithintheMajor. growing andchangingcommunications andmediafields. public relations,inteaching, and inotherareasofthe professional writing, in journalism and publishing, in graduate school,law careersincreativeand creative hybridformthatalso preparesstudentsfor broad and thorough education in the liberal arts in a construct contemporarylifeandculture. various formsofcommunicationthatdefineand our worldandtouseresponsiblyeffectivelythe is tohelpstudentsunderstandhowlanguageshapes traditional andnewmedia.Thegoaloftheprogram oral, written, and visual communications in both questioning withcontemporaryapplicationsthrough analysis, effectivestyle,criticalthinking,andethical cations combinesthetraditionalskillsofrhetorical The ConcentrationinWriting andMassCommuni MASS COMMUNICATIONS MAJOR INENGLISH:WRITINGAND Senior year in writingbyhistoricallyunder-represented groups class inliteraturewrittenbefore1800andonecourse Junior/Senior year Freshman/Sophomore/Junior year RECOMMENDED SEQUENCEOFCOURSES 3. The majorthrustofthecurriculumistowarda 200–300 levelwritingclass ENG 223 ENG 222 ENG 221 ENG 220 ENG 219 department offerings Literature or ENG387SurveyofAfrican-American Native AmericanWriting andRepresentation, ENG 379Post-ColonialLiterature,386 such asENG287AmericanWomen ofColor, Three additionalcoursesfromamong : Capstoneseminar Fiveelectives,includingone300level - 7/19/13 2:27 PM

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One of the main features of the curriculum is the SPECIALITY (3) opportunity through the Seminar in Writing and Mass Three courses from ONE of these Specialties Communications to assemble a portfolio designed to Journalism and Professional Writing reflect each student’s growth and promise. As such, ENG 201 Argument and Persuasion the portfolio enables the student to reflect on the ENG 301 Special Topics in Writing and Mass knowledge and skills she or he has developed in the Communications various courses comprising the Concentration, as well ENG 302 Special Topics in Journalism as to evaluate her or his strengths and weaknesses in ENG 303 Magazine Writing time to address them. ENG 304 Business and Technical Writing Upon declaring the Concentration, students ENG 308 Writing and Editing should begin collecting the raw materials for the ENG 309 Writing Workshop: Creative portfolio, which may include the best paper or Nonfiction project from each course the student has completed ENG 212 Professional and Academic Writing in the Concentration. The finished portfolio will provide a profile of the student’s skills and experience Creative Writing that can serve as the foundation for a professional ENG 203 Writing Workshop: Autobiography portfolio. ENG 209 Creative Writing ENG 305 Writing Workshop: Fiction THE CURRICULUM ENG 306 Writing Workshop: Poetry The requirements below apply to the class of 2015 ENG 307 Writing Workshop: Drama and beyond, but may be adopted by members of ENG 309 Writing Workshop: Creative the class of 2014. Members of the class of 2014 Nonfiction who do not choose this version of the major will follow the curriculum as defined in the catalog of Media Studies and Production 2009–2010. ENG 211 Speech ENG 217 Introduction to Film Studies REQUIRED COURSES (12) ENG 218 Film and Literature These do not include ENG 130 English Composition ENG 301 Special Topics in Writing and Mass or LTE 140 Introduction to Literature. Students may Communications take a total of 14 courses designated ENG for the ENG 396 American Film WMC major. ART 115 Graphic Design I ART 116 Graphic Design II GATEWAY COURSES (3) ART 175 Introduction to Digital Photography ENG 219(WE) Approaches to Media Analysis CSC 181 Electronic Communication and ENG 220(WE) Approaches to Reading and Multimedia Interpretation THA 387 Acting ENG 202 Introduction to Journalism THA 388 TV Communications Skills THA 395 TV Production I HISTORICAL PERSPECTIVE (2) THA 496 TV Production II ENG 223 Survey of American Literature: Beginnings to the Present (required Note: Students also have the option to design their own specialization, of all majors) in consultation with their advisor and with the approval of the Chair. And either: In addition, if for some reason courses for a particular specialization ENG 221: Survey of British Literature I: are not available, students may, in consultation with their advisor Beginnings to the 18th Century and approval of the Chair, make appropriate substitutions. or ENG 222: Survey of British Literature II: RECOMMENDED SEQUENCE OF COURSES The 19th Century to the Present Freshman/Sophomore/Junior year ENG 202 LITERATURE (2) ENG 219 Two additional literature classes, one at the 300 level ENG 220 ENG 221 or 222 CAPSTONES (2) ENG 223 ENG 415 Capstone Senior Seminar in Writing and Mass Communications Junior/Senior year: five electives, including one 300 level ENG 420 Mass Communications course in literature, a second literature course, and Practicum: Internship three courses in one area of specialization.

43768_06_English.indd 76 7/19/13 2:27 PM 43768_06_English.indd 77 members ofboththeEducation andEnglishDepartments. should plantheircoursesofstudy workingcloselywith Education bythespringof sophomoreyear. Students tration must be made to Assumption’s Department of their academicexperienceas possible. with a member of the English Department as early in or secondarylevelarestronglyencouragedtomeet Students preparingtoteachEnglishattheelementary certification bytheCommonwealthofMassachusetts. in thefieldofknowledgecompetencyrequiredfor English providesstudentswith36hoursofcoursework in elementary or secondary education. The major in should consideramajorinEnglishandconcentration students fortheteachingofEnglish.Such Assumption’s DepartmentofEducationtoprepare The DepartmentofEnglishworkscloselywith ENGLISH EDUCATION CONCENTRATION IN the counselofamemberEnglishDepartment. interested intheWriting Minorareencouragedtoseek in literatureandLIN221Sociolinguistics.Students two ofthesemayincludeWriting Emphasiscourses addition toEnglish130arerequiredfortheminor; elect tominorinWriting. Sixwritingcoursesin A studentmajoringinafieldotherthanEnglishmay MINOR INENGLISH:WRITING(6) student’s interestsandprofessionalgoals. in ordertodesignaprogramthatisbestsuitedthe seek theadviceofafacultymemberindepartment who intendstoapplyforanEnglishMinorisurged a writingcourseatthe200-levelorabove.Thestudent these coursesmustbeinliterature;atleastone or LTE 140IntroductiontoLiterature.Atleastthreeof These donot include ENG 130English Composition The minor consists of 18 credits (six courses) in English. MINOR INENGLISH:LITERATURE (6) found ontheEnglishDepartmentHomePage. will participateinthePracticumseminar. Internshipmaterial maybe academic projectunderthesupervisionofPracticuminstructorand the college.Studentswhodonotmeetthatrequirementwillcompletean internship must meet the 2.8 minimal GPA requirement established by or Senioryear. Studentswhointendtocompletean off-campus *Students areexpectedtocompletetheirinternshipduringJunior Mass CommunicationsPracticum:Internship* Senior Year: • Application fortheappropriate educationconcen Psychology, andHistory. Arts, amodernlanguage,Sociology, Marketing, to theircareersaswriters,includingGraphic consider aminorinsubjectsthatcouldcontribute 181 andART 115aspartoftheirmajorandto Students arestronglyencouragedtotakeCSC ENG415Capstoneseminarand420 - form andstructureofvariousgenresliterature.Readings This courseisdesignedtoacquaintthestudentswith LTE 140 Staff/ Counts intheCoreCurriculum.(Fall/Spring) and effectivenessofdevelopment,aswellonediting. central tothe course, focus on appropriateness of language arrangements ofideas.Techniques ofrevision,whichare purpose, focusingonaperspective,andchoosingeffective for generatingideas,recognizingaudience,clarifying and revising.Specifically, thecoursedealswithstrategies This writingcourseemphasizesplanning,composing, ENG 130 ENGLISH (ENG) descriptions COURSE of autobiographical writing but also as a starting point for and RayBradburywillbeusednot onlytomodelthethemes Russell Baker, AmyTan, Roald Dahl, ScottRussellSanders, normally experiencethem.Readings fromauthorssuchas life, arrangedtoreflecttheorder inwhichhumanbeings and writeaboutaseriesofkey momentsorthemesin Over the course of the semester, we will read, discuss, 203 ENG Land, Nordman/ ENG 130andanyIntroductiontoLiterature. ential learninginthecommunity. (Fall/Spring)Prerequisite: a combinationofacademicclassroomlearningandexperi College newspaper, LeProvocateur. Thiscourseincludes each intopracticethroughregularsubmissionstothe newsgathering, research and interviewing skills, and put used in each medium. Students will study reportorial styles, broadcast journalismaswellinthewritingtechniques Students willexploreimportantissuesinprintand ENG 202 Staff/DiDomenico/ to reading,listening,andspeaking.(Fall/Spring) style. Emphasisisonwrittenargument,withsomeattention and themakingofchoicesinlanguage,arrangement, specific audiences,theuseofdifferentstylespresentation, development of effective means ofpersuasion appropriate to A course in exposition and argument dealing with the ENG 201 Staff/ Counts intheCoreCurriculum.(Fall/Spring) such criticalconceptsaspointofview, imagery, andtone. Class discussionandwritingassignmentswillmakeuseof are mainlydrawnfromEnglishandAmericanliterature. Three credits Three credits INTRODUCTION TO LITERATURE ENGLISH COMPOSITION WRITING WORKSHOP: AUTOBIOGRAPHY INTRODUCTION TO JOURNALISM ARGUMENT AND PERSUASION Three credits Three credits -

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our conversations about how and why people write about ENG 220 APPROACHES TO READING AND their lives. Because this is a writing workshop, much of our ­INTERPRETATION attention will be given how to move through the process This writing emphasis course considers fundamental issues of drafting, revising, and editing, and about how to give of textual interpretation, primarily but not exclusively in the (and take) constructive criticism. As the final project, each print media. Representative readings, limited in number, will participant will produce an anthology made up of at least be chosen from a variety of genres and historical periods. three (finalized) autobiographical essays based on his/her In addition to adopting a critical vocabulary that will assist semester’s writing. (Spring) close reading of texts, the course also introduces the student Knoles/3 credits to various interpretive strategies: formalist, historical, reader- response, structuralist, and deconstructionist, among others. ENG 209 CREATIVE WRITING Required for all English Majors. (Fall/Spring) Prerequisite: In this course, students will study the techniques used by Complete ENG 130 and any Introduction to Literature. published poets and fiction writers and will learn to employ Meyer, Shields/Three credits some of these techniques by writing original poetry and fiction. We will also learn the critical language for discussing ENG 221 SURVEY OF BRITISH LITERATURE I: these genres in a more precise and meaningful way, and BEGINNINGS TO THE 18TH CENTURY will have ample opportunity to develop our understanding This course provides a broad overview of English literature of the formal characteristics of poems and stories by both from the Middle Ages to the late eighteenth century. We published and student writers. (Fall) Prerequisite: ENG 130 will read a variety of texts, construct historical and cultural and any Introduction to Literature. contexts, debate issues of periodization and canonization, Hodgen/Three credits and consider questions of genre and innovation. Prerequisite: Complete ENG 130 and any Introduction to Literature. (Fall) ENG 211 SPEECH Staff/Ramsey/Three credits This is a course in the fundamentals of public speaking. Emphasis is on content and delivery of the most common ENG 222 SURVEY OF BRITISH LITERATURE II: types of short speeches, such as introducing a speaker, 19TH CENTURY TO THE PRESENT presenting information, persuading an audience, and In this course we will survey major writers of the Neoclassic, demonstrating a technique or process, as well as impromptu Romantic, Modernist, and Contemporary eras, probing the speaking. Detailed evaluation, videotapes, and conferences will ways in which their world views were conditioned by their be used to encourage the process of improvement. (Spring) times, examining the formal elements that enhanced their Staff, Knoles/Three credits art, and coming to terms with how their works challenge us as readers. Prerequisite: Complete ENG 130 and any ENG 218 FILM AND LITERATURE Introduction to Literature. (Spring) This course will explore the rich tradition of film adaptations Murphy/Three credits of literary texts, focusing on the exciting changes that occur when artists produce their own cinematic translations and ENG 223 SURVEY OF AMERICAN LITERATURE: interpretations of important literature. Students will develop BEGINNINGS TO THE PRESENT their abilities to analyze texts and film productions with Participants in this course will read, discuss, and write about pleasure and critical insight and learn a critical vocabulary American literature from the 17th century to the present for this analysis. We will examine the effects of genre and day. The focus of the course will be on literature as a form of medium on the adaptive process, and investigate how film rhetoric, that is, how literature contributes to the debate of key adaptations contain cultural responses to literature and issues in American life. Writing assignments will invite students deploy literary texts to respond to culture. (Spring) to explore the methods used by texts to persuade readers to DiDomenico/Three credits accept a point of view and the ways in which texts connect to one another to create a national “conversation.” Prerequisite: ENG 219 INTRODUCTION TO MEDIA ANALYSIS Complete ENG 130 and any Introduction to Literature. (Fall) Designed to give students the means and opportunities to Beyers, Thoreen/Three credits understand and analyze types and functions of mass media, this is a course in media literacy. Students will critically ENG/SOC 225 LITERATURE OF SOCIAL examine the evolution of mass media through active partici- RESPONSIBILITY pation in discussing, reading, viewing, and writing theory An interdisciplinary course that offers students a combination and practical application of issues, such as media and ethics, of academic classroom learning and experiential learning in politics and media, and ways in which we are informed, the community. Students will read contemporary American entertained, persuaded, and manipulated by means of media. fiction and sociological monographs and cultural analysis, This course will link weekly writing tasks to a research using these ideas to think critically about political, economic, project and presentation. (Fall/Spring) Prerequisite: ENG 130. and social issues in the community. Same as SOC 225. (Fall) Ady, DiBiasio/Three credits Land, Gendron/Three credits

43768_06_English.indd 78 7/19/13 2:27 PM 43768_06_English.indd 79 violent or nonviolent direct action. The purpose of the course violent ornonviolentdirectaction. Thepurposeofthecourse case studies of particular conflicts involving political negotiation, Students willexamineclassictexts onthesubjectofpeaceand and ofvariousapproachestoresolving conflictindiversesettings. An interdisciplinaryintroductionto thestudyofpeaceandwar ENG 265 Kielbasa/ Complete ENG130andanyIntroductiontoLiterature. books andthosewhocreatethem.(Fall/Spring)Prerequisite: literature, studentsdevelopanappreciationforchildren’s examination ofthehistoryandtraditionchildren’s address currentissuesinthefield.Further, throughdisciplined and nonfiction.Theyevaluatetextillustration,aswell genres, includingfairyandfolktales,modernfantasy, realism, contemporary worksofchildren’s literaturefromavarietyof children’s literature.Studentsreadrepresentativeclassicand This courseprovidesageneraloverviewofthefield ENG 263 Shields/ writings byAristotle,T. S.Eliot,Artaud,andBrecht.(Spring) among others. Students will also read and discuss Theoretical Shakespeare, HenrikIbsen,SamuelBeckett,andDavidMamet, of theAbsurd.”ReadingswillincludeworksbySophocles, morality plays,Elizabethantragedy, realism,andthe“Theatre explore anumberofimportantmovementsandtrends,sucas modern, andcontemporarytimeperiods.Thecoursewill playwrights andplaysfromtheGreek,medieval,Renaissance, of performance. Students will become familiar with significant This courseprovidesasurveyofWestern dramaandtheories 235 ENG Thoreen/ ENG 130andanyIntroductiontoLiterature. lonely idealists,andlosers.(Spring)Prerequisite:Complete vamps, dreamers,drug-abusers,lovers,mastermanipulators, in thiscourse,encounteringawidevarietyoftramps, “submerged populationgroups.”We willgodeepseadiving short storyistheliteraryformbestsuitedtodealingwith In TheLonelyVoice, FrankO’Connorwritesthatthe ENG 233 Beyers/ (Fall) Prerequisite:CompleteENG130. such issuesasdiction,imagery, rhythm,form,andgenre. poetics. A wide variety of poems are to be used toaddress This courseisdesignedtointroducestudentspoetryand ENG 231 Hodgen/ potential fordiscovery. (Fall)Prerequisite:CompleteENG130. and theconsequencesofdreams,disillusionment, explore theconnectionsbetweenartandourchangingculture, American poetsofthelate19thand20thcenturies,wewill Ernest Hemingway, J.D.Salinger, andseveralofthemajor Kate Chopin,Willa Cather, EudoraWelty, F. ScottFitzgerald, WRITERS AMERICAN Through selectedworksofNathanaelWest, MAJOR FlanneryO’Connor, 226 ENG Three credits Three credits Three credits Three credits Three credits INTRODUCTION TO PEACE STUDIES CHILDREN’S LITERATURE INTRODUCTION TO THEATRE MODERN SHORT STORY INTRODUCTION TO POETRY (Area4) contributions ofandthelimitedopportunitiesforwomen; of womenandtheirroles;emphasizesthefullrange women. The course develops a coherent, integrated view This team-taughtcourseisanintroductiontothestudyof ENG 285 Murphy/ new meanings.(Spring)Prerequisite:ENG130. and listeningtothestoriesofothersshapememoryinto and forgiveness; and forhealing trauma by tellingone’s story empathy andforseeingtheOtherashuman;compassion including storiesofthedangerrevenge,needfor motifs suggesting how we can live together in peace, Students willexploretextsfromvariousculturesthatcontain peace and conflict resolution in a variety of literary texts. This courseprovidesanin-depthstudyofthesubject ENG 267 Ady,Gobel/ them. (SameasHIS265,SRSTHE265)(Fall/Spring). perspectives fromthepastandpresentthatattempttoresolve is tohelpstudentsanalyzeconflictandapplyapproaches Nordman/ permission ofinstructorordepartment chairperson. Massachusetts. (Fall)Complete ENG 130and202or to meetdeadlines;attendandcover sportseventsincentral vocabulary; analyzeandwriteabout avarietyofsports;learn importance of sportswriting in journalism; gain a working This coursewillpreparestudentstounderstandthe ENG 302.01 Lacombe/ permission ofinstructorordepartmentchairperson. (Spring) CompleteENG130,and202,orTHA395, the basicsofshootingtelevisionnewsandfieldreporting. and editing;lectureswealsowillgointothefieldlearn topic oftheirchoosing.Learnbasictechnicalskillsshooting television segments,culminatinginadocumentaryshorton write and produce at least three radio segments and three experience infrontofthecameraandbehindit.Studentswill talk radio, or investigative documentaries. Students will get and pursueyourpassion,whetherthat’s sportsreporting, professional newsroominwhichyouwillworkunderdeadline behind thecamera/microphone.Thiscoursewillberunlikea for broadcast,andyouwillgainexperienceinfrontof producing, writing, shooting, editing, and presenting a story television. You willlearnthemechanicsofdeveloping, This coursewillprepareyouforyourfirstjobinradioor ENG 301 Choquette, Meyer/ present. (sameasSOC,CLT, HIS,PSY285)(Spring) women intheUnitedStatesfrom19 interdisciplinary andtheconcentrationofcourseison times andfromvariousperspectives.Thebasicapproachis critically examines the thinking about women at various examines andappraisestheexperiencesofwomen; Three credits Three credits Three credits Three credits WOMEN’S STUDIESI: IMAGES PEACE BUILDING INLITERATURE SPECIAL TOPICS: BROADCAST JOURNALISM SPECIAL TOPICS INJOURNALISM: SPORTSWRITING I Three credits . th centurytothe 7/19/13 2:27 PM

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ENG 302.02 SPECIAL TOPICS IN JOURNALISM: allow them to stretch and test their skills in multiple forms SPORTSWRITING II of nonfiction writing. (Spring) Prerequisite: Complete ENG This course will provide advanced instruction in the gathering, 130 and any Introduction to Literature. reporting, writing and editing of sports news and information Staff/Lang/Three credits for print and electronic media. Topics will include game coverage, features stories, personality profiles and columns ENG 331 SHAKESPEARE’S COMEDIES AND with an emphasis on writing clearly, accurately and creatively ROMANCES to a range of audiences, while meeting the deadlines that This course surveys a variety of Shakespeare’s comedies sportswriting often require. The course will also focus on and romances. Students will sample Shakespeare’s structure sports writing protocol, such as AP style, grammar and ethics. and language, discuss the conventions of the genres, and (Spring) Prerequisite: Complete ENG 130 and SportsWriting I will place these texts in historical and cultural context, and or permission of instructor or department chairperson. explore its relevance to our own. Prerequisite: complete ENG 130. (Spring) ENG 304 BUSINESS AND TECHNICAL WRITING Meyer/Three credits (Area 2) The course helps students learn techniques for composing various types of on-the-job writing tasks: memos, reports, ENG 353 THE NOVELS OF JANE AUSTEN letters, and proposals. It emphasizes clarity and functionality In this course, we will closely read all six of Jane Austen’s of language, and the need to suit format, style, and content novels, placing her work within the social, cultural to the purposes of the audience. It provides students opportu- and historical contexts of the late eighteenth and early nities for collaborative writing and for discussion of the ethical nineteenth centuries. We will also read several of the popular dimensions of writing on the job. Students are encouraged to and critical responses to her novels published in the past learn the use of various technological tools for writing and two hundred years. Students will gain both a familiarity with research. Prerequisite: Complete ENG 130. (Fall/Spring) Austen’s novels and the critical traditions responding to her Staff/Grochowalski/Three credits work. Prerequisite: Complete ENG 130. (Spring) Ramsey/Three credits (Area 3) ENG 306 WRITING WORKSHOP: POETRY Ideally suited for, but by no means limited to, students who ENG 376 IRISH DRAMA have completed ENG 209 Creative Writing, this course will What does it mean to be Irish? What does it mean to be an extend the discussion of craft begun there. Our discussions Irish writer? This course explores these and other questions will be informed by reading the work of established poets, through the lens of Irish drama. The course pays special but we will focus most insistently on the poems produced by attention to Irish identity since the development of the Irish members of the workshop. Through a variety of exercises, Free State and the ways in which writers respond to postco- writers in this course will develop greater technical proficiency lonial life and culture. Students will read works by Yeats, with image, metaphor, musical devices, grammar, enjambment, Synge, Lady Gregory, Beckett, Friel, and others, though and metrical forms. Prerequisite: Complete ENG 130. (Spring) at times the course may emphasize the writing of a single Hodgen/Three credits Complete ENG 130 author. Prerequisite: Complete ENG 130. (Fall) Shields/Three credits (Area 3) ENG 308 WRITING AND EDITING This is a workshop course where students will learn a variety ENG 383 TWENTIETH CENTURY AMERICAN NOVEL of editing techniques through a series of individual and group Books are dangerous. As a Junot Díaz character remarks in assignments. Through exercises in critical reading, writing, The Brief Wondrous Life of Oscar Wao, “The thoughts he put in and editing, the course provides opportunities for increased her head. Someone should’ve arrested him for it.” We’ll read facility with the writing process. (Spring) Prerequisite: six American novels from the last sixty years, one represen- Complete any ENG 130. tative novel from nearly every decade since Hiroshima. Staff, Drew/Three credits Most of these novels present the growth and development of an individual embedded in our overwhelmingly large and ENG 309 WRITING WORKSHOP: CREATIVE complex culture; cumulatively, their stories take us from the NONFICTION Great Depression to the rise of the Internet, covering a host In this course students will read and write essays in various of social changes along the way. We will read novels by Saul forms of creative nonfiction: the personal essay, nature Bellow, Thomas Pynchon, Joan Didion, Tom Robbins, Junot writing, and travel writing. The course will focus especially Diaz, and William Gass. on the personal essay, in which writers draw upon and Complete ENG 130. (Fall) narrate elements of their history or experience to address Thoreen/Three credits (Area 4) broader social, political, or philosophical themes. For their major project of the course, students will produce a ENG 385 CONTEMPORARY POETRY substantial personal essay on a subject of their choosing. This course is a survey of American poetry from 1950 to the This course should hold special interest for students who present, examingin the intersections between poetic form, ideas are thinking seriously about careers in writing, since it will of the self, and the contemporary world. The course will focus

43768_06_English.indd 80 7/19/13 2:27 PM 43768_06_English.indd 81 Britain (England,Scotland,Wales, andNorthernIreland) from This seminar will focus on the literature and culture of Great ENG 411 Meyer, Shields/ approval oftheDepartmentChairperson.(Fall/Spring) Interpretation. OpenonlytoJuniorsandSeniorswiththe to the English Major, ENG 220 Approaches to Reading and the teachingandlearningactivitiesof“GatewayCourse” exceptionally wellinEnglishcoursesmayworkasassistants Students interestedinteachingEnglishwhohavedone ENG 410 Staff/ Department Chairpersonisrequired. who willdesignandsupervisethestudy. Permission ofthe recommendation ofanEnglishDepartmentFacultymember Open tohighlyqualifiedJuniorsandSeniorswiththe ENG 399 Thoreen/ Yellow Birds (Robert Stone’s of Smoke Heller’s 1961novel American militaryaction,includingWorld War II(Joseph of novels detailing the American experience with recent effectiveness of our security services. We will read a handful about languageandeuphemism,theeffects spread of capitalism, about the politics of race and social class, push ustoconfrontquestionsaboutglobalizationandthe priorities reflectandshapeaculture,ournovelsofwar just 4.4%ofGermany’s budgetisspentondefense.)Financial federal budgetnowgoestodefensespending.(Bycontrast, According totheWorld Bank,morethan18%oftheU.S. 389 ENG Drew/ race, gender, class,andsexuality. Prerequisite:ENG130.(Fall) moments, andhowtheseidentitiesarecomplicatedbyissuesof means tobe“American”atdifferenthistoricalandpolitical challenged themselvesandeachothertoexaminewhatit consideration willbehowAfrican-Americanwritershave selfhood, and citizenship. In this survey course, our central democracy, andcontemplateissuesofvoice,community, used literaturetouncoverthecontradictionsofanAmerican mean tobeAmerican?”Inansweringthisquestion,theyhave have wrestledwiththefundamentalquestion:“Whatdoesit from the blues to hip hop lyrics, African-American writers From folktalestosermons,fromslavenarrativesthenovel, ENG 387 Hodgen/ Prerequisite: CompleteENG130.(Spring) construct tohelpthemsayit,andthereader’s partinitall. on whatthepoetshavetosay, thetheoriesandmythsthatthey Three credits Three credits andTatjana Soli’s Three credits Three credits ). Prerequisite:CompleteENG130.(Spring) LITERATURECULTURE AND NOVELS OF WAR SINCE1960 LITERATURE SENIOR SEMINAR: 21 WORKSHOP IN THE TEACHING OFENGLISH INDEPENDENT STUDY SPECIAL TOPIC:INNOCENTS ABROAD: SURVEY OF AFRICAN-AMERICAN Three credits A FlagforSunrise (Area4) Catch-22 The LotusEaters ), Vietnam (DenisJohnson’s ), andIraq(KevinPowers’ ST CENTURY BRITISH ), CentralAmerica Tree The The cations professional.Overthecourseofsemester, students from lifeasastudentofcommunicationstocommuni The goalofthiscourseistoassistyouinmakingthetransition ENG 415 Staff/ and anyIntroductiontoLiterature.(Spring) The topicforthisseminarisTBA.Prerequisite:ENG130 ENG 412 Lang/ Prerequisite: ENG130andanyIntroductiontoLiterature.(Fall) and lessonsthatintroducestudentstootherplacescultures. we willthinkabouthowtodesigncoursecontentorplanunits feature courseassignmentsaimedespecially at futureteachers,as oneself—or one’s culture,ornation—asBritish?Thisseminarwill American culturearoundtheworld,whatdoesitmeantoidentify century. Inthefaceofglobalizationanddominance of whatdefinesaBritishidentity, orBritishculture,inthe21st the ideaofwhatitmeanstobeBritish,andconsiderquestion writers andartistsmusiciansfromGreatBritainstrugglewith the turnofmillenniumtopresent.We willfocusonhow Knoles/Staff/ Department Chairperson.(Fall/Spring) Those whodonotfulfill this requirement mustconsultthe Practicum andInternship:2.8minimum GPA inthemajor. to betakenthesamesemester. Requirementfortaking the and Spring.NOTE:Internships and thePracticumcourseare the DepartmentChairpersonbeforedeadlinessetforFall the English Department Office) and set up an interview with Students mustcompleteanapplicationform(availablealsoat for internshipsisavailableintheEnglishDepartmentOffice. with practical,hands-onexperienceinthefield.Alistofsites the PracticumcourseistoprovideCommunicationsmajors that experience. The purpose of the Internship that goes with examine issues of the field of Communications relevant to opportunities toreflectontheinternshipexperienceand in thesamesemester. Theseminarprovidesinternswith The Practicum consists of a seminar and an internship, taken ENG 420 Land, DiBiasio/ ENG 202,andanyIntroductiontoLiterature. and othercourses.(Fall/Spring)Prerequisites:ENG130, employers showcasinghisorheraccomplishmentsinthis student willdesignandproduceane-portfolioforprospective and hisorherownperformance.Forafinalproject,each an assessmentevaluatingtheprocess,product,team, At thecompletionofeachprojectstudentwillsubmit advertisement, abrochure,andwebsiteforoutsideclients. rating withateam,studentswilldesignandproducean series ofprojectsbasedonprofessionalmodels.Collabo used bycommunicationsprofessionals,and4)completea and e-portfolios,3)mastertheuseofsoftwarehardware professionally producedadvertisements,brochures,websites, professionals from a varietyofcommunications fields, 2) assess will workwithothermembersoftheclassto1)interview Three credits Three credits COMMUNICATIONS (CSL) SEMINAR IN WRITING AND MASS SENIOR SEMINAR MASS COMMUNICATIONS PRACTICUM Three credits Three credits - - 7/19/13 2:27 PM

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Professors: Leslie Choquette, John McClymer; Associate HIS 210 Diplomatic History of Europe in the Professors: Stuart Borsch, Irina Mukhina, Deborah 20th Century Kisatsky (Chair), Lance Lazar; Assistant Professors: Mark HIS 212 Women in Europe Christensen, Carl Robert Keyes, Chieko Nakajima, HIS 230 Renaissance Europe Thomas Wheatland; Lecturers: David Cohen; Barry HIS 232 Baroque Europe, 1600–1789 Knowlton; Shawn Lynch. HIS 235 France since 1789 HIS 241 Russia: Pre-Revolutionary Period MISSION STATEMENT HIS 242 Russia since 1917 Students of history embark on disciplined journeys HIS 272 Germany since 1890 through the past. Through coursework in an array of subjects, students encounter diverse civilizations Group II and cultures. They practice the historical method HIS 180 United States to 1877 (not for of interpreting human thought and action in varied General Education) contexts. And they improve their reading, writing, HIS 181 United States since 1877 (not for and oral communication skills. By developing General Education) historical empathy and learning to articulate informed HIS 213 Women and the American judgments about the past, students acquire a more Experience astute perspective on the present and future. They may HIS 258 Colonial America be inspired to contemplate their own engagement with HIS 259 Revolutionary America, 1763–1815 the wider world and to contribute more purposefully HIS 262 Civil War and Reconstruction in the to the betterment of human society. The History United States Department’s mission of fostering historical and HIS 263 The Vietnam War self-awareness serves the College’s mission of forming HIS 267 American Foreign Relations since graduates known for critical intelligence, thoughtful 1776 citizenship, and compassionate service. HIS 268 The Cold War HIS 270 Immigration and American History MAJOR IN HISTORY since 1815 A major in History provides students with the HIS 285 Women’s Studies I: Images opportunity to understand life in the present by exploring the rich and varied experiences of people Group III who lived in the past. It trains the mind to think HIS 250 Colonial Latin America both abstractly and concretely, using analytic skills HIS 251 Latin America since 1821 required for balanced reflection. It also provides HIS 254 North American Indian excellent training in the interpretation of evidence and HIS 255 From Contact to Casinos: contributes to the development of strong reading and Interactions with Indians in writing skills. North America Majors are prepared to pursue careers in any field HIS 265 Peace Studies that draws upon the strong analytic and communi- HIS 282 Japan since 1868 cation skills, deepened perspective, and breadth of HIS 283 Modern China: War and Revolution vision that come from the study of the past. Many HIS 290 Islamic Middle East I (to 1800) Assumption History majors go on to enjoy successful HIS 291 Islamic Middle East II (since 1800) careers in business, journalism, law, education, and HIS 293 From Jesus to Muhammad: The Near public service. East in Transition WMS 385 Women of the World Required Courses: (10) • Five other courses from Departmental offerings • The seminar, HIS 393WE, is taken in conjunction with a linked pro-seminar, HIS 391, which provides Electives: background and context for the seminar topic. The While History majors may take up to 14 courses in pro-seminar is taken in the same semester as the History, they are urged to take courses in related seminar, usually during the junior or senior year. disciplines, such as Latin American Studies, Women’s • At least three courses, with a minimum of one Studies, Peace and Conflict Studies, Political from each of the three groups: Science, Anthropology, Sociology, Economics, Geography, Literature, Philosophy, and Theology, Group I in order to broaden their liberal arts backgrounds. HIS 202 Ancient Rome Students intending to pursue graduate work should HIS 206 Rise and Decline of European note that a reading knowledge of French, German, Primacy Spanish, or other foreign languages is often required

43768_07_History.indd 82 7/19/13 2:27 PM 43768_07_History.indd 83 or [email protected]. advising coordinator, Prof. Bernard J. Dobski, at 508 767-7369 pursue academic excellence in that field, and contact the pre-law considering lawschoolshouldchooseamajorthatintereststhem, section under“CooperativeProgramsofStudy.” Aboveall,students nities forallstudentsconsideringlawschool.Seethe“Pre-Law” alized advising,co-curricularactivities,anddevelopmentopportu law school.Assumption’s Pre-LawProgramprovidesperson with astrongliberaleducation,provideexcellentpreparationfor confirms thatmajorsandminorsacrossthecurriculum,combined A NOTEONPRE-LAW: TheAmericanBarAssociation Education Concentration. semester toacquireinformationaboutapplyingthe Education ProgramCoordinatorbytheirsecond a teachinglicenseinhistoryshouldmeetwiththe Education. Studentswhoareinterestedinobtaining in Middle(grades5–8)orSecondary8–12) students shouldmajorinHistorywithaconcentration program forhistoryingrades5–8or8–12.Such College offers astate-approved teacherpreparation at themiddleorhighschoollevel,Assumption For studentsinterestedinbecominghistoryteachers HISTORY EDUCATION CONCENTRATION IN taking itscorrespondingpro-seminaraswell.) note thatenrollingintheHIS393WEseminarentails a seminarratherthancolloquium.Theyshould (Minors inHistorymaychoosetheoptionoftaking Required Courses: MINOR INHISTORY fulfills thecolloquiumrequirementforHistoryminors. counts asaWriting Emphasis(WE)course and also and pro-seminarrequirementforHistorymajors.It disciplines every fall. This seminar fulfills the seminar to outstandingAssumptionstudentsfromacrossthe Worcester collegesisavailableonacompetitivebasis of the American AntiquarianSocietyandfive Internships forcreditareavailableHistorymajors. Other recommendations candidates. of doctoralcandidatesandinsomecasesmaster’s • • • • • Two othercoursesfromDepartmentalofferings. At leastonecoursefromGroupIII(above). At leastonecoursefromGroupII(above). At leastonecoursefromGroupI(above). HIS 392Colloquium The interdisciplinaryAmericanStudiesSeminar - - COURSE Staff/ Humanities. This coursefulfillstheCorerequirementinHistoryand the writtenanalysisofprimaryandsecondarydocuments. civilizations acrossthecenturies.Thecourseemphasizes convergence ofEuropean,American,Asian,andAfrican during theRenaissanceandafter, andthecollision the dramatictransformationofWestern Europeansocieties study theoriginsandworldwideexpansionofChristianity, ancient timesuntilthelateeighteenthcentury. Participants history ofEurope,Asia,Africa,andtheAmericasfrom This courseexploresimportantepisodesandtrendsinthe 114 HIS HISTORY (HIS) descriptions Lazar, Wheatland/ the CorerequirementinHistory andHumanities. written analysisofprimaryand secondary sources.Itfulfills pre-modern erasare explored. The course emphasizes and myriadpolitical,religious, andsocialconflictsofthe and thought,theslowevolution ofnationalidentities, the riseofChristianity, theemergenceofmedieval culture the Middle Ages. The ages of classical Greece and Rome, shaped theWestern World fromancient timesthrough This course explores human ideas and experiences that have HIS 116 Staff/ Humanities. HIS114isnotaprerequisite. This coursefulfillstheCorerequirementinHistoryand the writtenanalysisofprimaryandsecondarydocuments. Afghanistan, andotherthemes.Thecourseemphasizes in genderandfamilyrelations,9/11,thewarsIraq rise ofmassconsumersocieties,decolonization,changes War, emergenceoftheUnitedStatesasasuperpower, the At theinstructor’s discretion,thesemightincludetheCold particular episodes and trends in world history after 1945. anti-colonial nationalism.Itconcludeswiththestudyof democracy worldwide,includingcommunism,fascism,and century andtheemergenceofpowerfulchallengestoliberal course alsotreatsthetwoWorld Wars ofthetwentieth and NorthAmericancolonialempiresexpanded.The the AmericasasglobalcapitalismemergedandEuropean examine theexperiencesofsocietiesinAsia,Africa,and North Americaaswellotherareasoftheworld.They Students studythecommercialrevolutioninEuropeand eighteenth and early nineteenth centuries to the present. pation inEuropefromtheAtlanticRevolutionsoflate This course explores the expansion of political partici 115 HIS Three credits Three credits WEST AND THE WORLD I WEST ANDTHEWORLD WESTERN CIVILIZATION I II WEST ANDTHEWORLD Three credits - 7/19/13 2:27 PM

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HIS 116FH FOUNDATIONS HONORS WESTERN HIS 180 UNITED STATES TO 1877 ­CIVILIZATION I The first semester of this two-semester survey of American This Honors course explores human ideas and experiences history begins with a study of indigenous peoples. It then that have shaped the Western World from ancient times examines the colonial encounters among European through the Middle Ages. The ages of classical Greece settlers, aboriginal inhabitants, and Africans; the growth of and Rome, the rise of Christianity, the emergence of the English colonies in the context of the Atlantic World; medieval culture and thought, the slow evolution of national tensions between the colonies and England culminating in identities, and myriad political, religious, and social conflicts the Revolution; the emergence of the first American republic, of the pre-modern eras are explored. The course emphasizes 1783–1844; sectional rivalries and westward expansion; the written analysis of primary and secondary sources. It fulfills collapse of the “second party system” (Democrats v. Whigs); the Core requirement in History and Humanities and counts Civil War and Reconstruction. Not for Core Curriculum credit. towards the Foundations minor. McClymer/Three credits Lazar, Wheatland/Three credits HIS 181 UNITED STATES SINCE 1877 HIS 117 WESTERN CIVILIZATION II The second semester of this two-semester survey of This course studies the rise of the modern state, the rise American history briefly reprises the story of the Civil War of scientific inquiry and modern science, the course and and Reconstruction, then focuses upon the rise of an urban, implications of industrialization, and the role of ideology industrial, ethnically diverse America in the years before the as an agent of politics, revolution, and war. The course Great Depression. The course next explores the re-inventing of emphasizes written analysis of primary and secondary the American republic during the New Deal, World War II, and sources. It fulfills the Core requirement in History and Cold War years, and concludes with an examination of the roots Humanities. History 116 is not a prerequisite. of the current “culture wars.” Not for Core Curriculum credit. Lazar, Wheatland/Three credits McClymer/Three credits

HIS 117FH FOUNDATIONS HONORS WESTERN HIS 202 ANCIENT ROME, 509 B.C.–565 A.D. -CIVILIZATION II From Rome’s rejection of Etruscan supremacy to the death This Honors course studies the rise of the modern state, the of Justinian. Emphasis on Rome’s transition from Republic to rise of scientific inquiry and modern science, the course and Empire and on the subsequent transition from paganism to implications of industrialization, and the role of ideology Christianity. as an agent of politics, revolution, and war. The course Borsch/Three credits emphasizes written analysis of primary and secondary sources. It fulfills the Core requirement in History and HIS 206 RISE AND DECLINE OF EUROPEAN PRIMACY, Humanities and counts towards the Foundations minor. 1870 TO THE PRESENT History 116FH is not a prerequisite. An investigation of the emergence of Germany, France, and Lazar, Wheatland/Three credits Great Britain as great world powers and their subsequent collapse after the First and Second World Wars. Special HIS 118 MODERN EUROPE AND THE UNITED STATES I consideration given to the influence of imperialism, This course approaches in an integrated way historical militarism, and power politics. developments in both Western Europe and America (with Wheatland/Three credits emphasis on what is now the United States) from 1450 to 1815. The goal is to help students understand how HIS 208 EARLY MEDIEVAL EUROPE the past has shaped the culture and the world in which A study of the origins of the European community from the they live. Special attention is given to the changing role fall of the Roman Empire to the eve of the Crusades. of the individual in modern Western society. The course Borsch/Three credits emphasizes the written analysis of a wide variety of primary and secondary sources. This course fulfills the Core HIS 208 LATE MEDIEVAL EUROPE requirement in History and Humanities. A study of European institutions and culture from the Staff/Three credits Crusades to the eve of the Renaissance. Staff/Three credits HIS 119 MODERN EUROPE AND THE UNITED STATES II With the same approach and emphasis as HIS 118, this HIS 210 DIPLOMATIC HISTORY OF EUROPE IN THE course examines developments in Europe and the United 20TH CENTURY States from 1815 to the present. The course emphasizes the Diplomatic history of Europe since 1914 with an emphasis written analysis of a wide variety of primary and secondary on the political collapse of Europe, the German problem in sources. This course fulfills the Core requirement in History an age of international civil war, and the beginning of the and Humanities. HIS 118 is not a prerequisite. Cold War. Staff/Three credits Wheatland/Three credits

43768_07_History.indd 84 7/19/13 2:27 PM 43768_07_History.indd 85 Mukhina/ and literature,revolutionary tradition. influence, westernization,technological development,art Revolution withspecialattention tosuchtopicsasByzantine From theKievanperiod(tenth century)totheBolshevik HIS 241 Choquette/ world position. traditions, church-staterelations,andFrance’s Europeanand emergence of the Fifth Republic, emphasizing revolutionary A studyofFrancefromtheendOldRegimeto HIS 235 Lazar/ Holland, andGermany. and artisticculturesofSpain,France,England,Italy, typically designatedasthe“GoldenAge”withinliterary variety ofcreativityacrossmanydisciplinesinaperiod formed. Theclassintroducesstudentstotherichnessand change inwhichthecontoursofmodernWest were through theeighteenthcenturies,aperiodofconvulsive religion, andscienceinEuropefromtheseventeenth This courseexplorestheintersectionofculture,politics, HIS 232 Lazar/ world today. and literaryexpressioninwaysthatprofoundlyshapeour nearly every discipline,andcreated newmodesofartistic explored the globe, established new methodologies for Europeans developedcriticalattitudestowardthepast, and theoristsopenednewhorizonsofculturelearning. Renaissance writers, artists, political analysts, philosophers, Led bythehumanists’rediscoveryofclassicalworld, HIS 230 McClymer/ in America. experience thathasalwayscharacterizedwomenandfamilies assignments, studentslearntoexplainthediversityof readings, classdiscussions,films,andindependentwriting society onthelivesofwomenandtheirfamilies.Through impact ofchangesin Americanpolitics,economics,and to theAmericanhistoricalexperienceandexamine Students inthiscourseexplorethecontributionofwomen 213 HIS Choquette/ religion, andwomen’s politicalactivities. especially onwomen’s work,womeninthefamily, womenin spans thepre-industrialandindustrialperiodsfocuses particular attentiontoBritain,France,andGermany. It the economic,social,andpoliticalpositionofwomenwith Middle Agestothetwentiethcentury. Thecourseexamines An introduction to European women’s history from the HIS 212 Three credits Three credits Three credits WOMEN AND THE AMERICAN EXPERIENCE WOMEN ANDTHEAMERICAN WOMEN INEUROPE RUSSIA: PRE-REVOLUTIONARY PERIOD FRANCE SINCE1789 BAROQUE EUROPE, 1600–1789 RENAISSANCE EUROPE Three credits Three credits Three credits history beginningwithindependencefromSpain,and This courseisintendedasasurveyofmodernLatinAmerican HIS 251 Christensen/ issues; andtheorderinstabilityofcolonialsociety. Spain andPortugal;thedistributionofpower;landlabor conquest andsubordinationofAmerindiancivilizationsby examination intoIberianandpre-Columbiansocieties; focusing ontheclashofcultures.Themesincludean It tracesthehistoricaloriginsofLatinAmericansociety, This courseisasurveyofcolonialLatinAmericanhistory. HIS 250 Mukhina/ Soviet Unionuntilitscollapsein1989. power byLeninandhisfollowers,thehistoryof investigates thecollapseofoldorder, theseizureof of theRussianSocialDemocraticLaborParty, thecourse the originandearlydevelopmentofBolshevikwing political culture,theRussianrevolutionaryheritage,and Beginning withasummarystudyoftraditionalRussian HIS 242 Choquette, Meiklejohn/ ANT 255)(Spring) may beaddedastheinterestand needwarrant.(Sameas of interestandexpertisethestaff. Accordingly, newtopics and evencontroversyon,certain subjects;and(c)thearea Indian topics;(b)thecontinuing productivescholarshipin, of (a) thehighpriorityusuallygivenbyscholarstocertain be achieved.Thetopicshavebeenselectedonthebasis clearly understoodifabettergraspofIndiancultureisto into anumberofintriguingsubjectswhichneedtobemore An interdisciplinarycoursewhichallowsacloserinquiry 255 HIS Choquette/ Southwest, andthePlains.(SameasANT254) Woodlands, the Northwest Coast, the Southeast, the areas; forexample,theArctic,Subarctic,Eastern study ofrepresentativeIndiangroupswithinselectculture (genetics andnutrition),history, andlinguisticsinthe methodology andfindingsofanthropology, biology An interdisciplinarycoursethatseekstointegratethe HIS 254 Christensen/ 1930s andcurrentpoliticaleconomiccrisis. traditional liberal/exportmodelofnationaldevelopmentinthe 1800. Specialemphasisisplacedonthecollapseofregion’s consequences ofstructuralinstabilityinLatinAmericasince republics. Thethemesof the course focus on thecausesand Peru, Columbia,andthecountriesofCentralAmerican stability inLatinAmericannations,suchasMexico,Argentina, of the present day struggle for democracy and economic Revolution of1910.Thecourseendswithanexamination following throughtheexplosiveimpactofMexican Three credits WITH INDIANSINNORTH AMERICA FROM CONTACT TO CASINOS: INTERACTIONS LATIN AMERICA SINCE1821 COLONIAL LATIN AMERICA RUSSIA SINCE1917 NORTH AMERICAN INDIAN Three credits Three credits Three credits Three credits 7/19/13 2:27 PM

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HIS 258 COLONIAL AMERICA within historical as well as sociological contexts. The lead This course explores the development of European colonies professors will stimulate debate by personal example. Guest in North America with emphasis on the English colonies that speakers will provide additional expertise in specific areas eventually formed a political union and became the United relevant to the weekly discussion. States. Rather than focusing solely on the experiences of Staff/Three credits European settlers, we analyze a series of encounters among Native Americans, Europeans, and Africans throughout HIS 267 AMERICAN FOREIGN RELATIONS SINCE 1776 the colonial period, placing these exchanges within the An examination of U.S. interactions with the world from broader context of the emerging Atlantic World. We also 1776 to the present. Topics include the diplomacy of the use a comparative approach to examine the emergence of American Revolution, American westward expansion, the distinctive regional patterns among those colonies and their United States’ emergence as a world power, both World roles in the imperial contests of the era. Topics addressed Wars, the Cold War, 9/11, and aftermath. The cultural, include the organization of early American culture around the economic, and political context and consequences of U.S. interactions of Africans, Europeans, and Native Americans in globalism at home and abroad are emphasized. North America; the diverse origins of explorers, settlers, and Kisatsky/Three credits migrants; the political, cultural, and economic development of English colonies; slavery and other labor systems; and HIS 268 THE COLD WAR the first rumblings of the American Revolution produced by This course traces the history of the Cold War through tensions within and beyond colonial British America. the lens of American policy, politics, and culture. Students Keyes/Three credits explore the causes, character, and consequences of the Cold War by considering the role that strategic, political, HIS 259 REVOLUTIONARY AMERICA economic, cultural, and ideological forces play in shaping This course explores cultural, political, and economic events and their outcomes. The effects of the Cold War on changes in America from the age of imperial crisis through life and culture (economic relationships, gender and race the era of the Early Republic. In addition to tracing the relations, popular culture) in the United States and around political history of the founding, we examine the experiences the world are treated in depth. of Americans from diverse backgrounds, including women, Kisatsky/Three credits slaves, free blacks, Native Americans, merchants, farmers, common soldiers, abolitionists, artisans, loyalists, and others. HIS 270 IMMIGRATION AND AMERICAN HISTORY We examine their multiple perspectives on the Revolution, SINCE 1815 the drafting and ratification of theConstitution, ­ and the A study of the role of the immigrant in American history, the cultural and political turmoil that emerged amidst the impact on American society, and the process of assimilation ensuing rise of political parties. The course takes both a and identification. The consequences of restriction since narrative and an analytical approach by focusing on major 1921 are also investigated. interpretive issues in a more-or-less chronological fashion. McClymer/Three credits We also assess how well popular narratives of the Revolution and the Early Republic reflect scholarly understandings of HIS 272 GERMANY SINCE 1890 the period. This course fulfills the “Founding Documents” A study of the development of Germany as a world power requirement for Education concentrators. in the nineteenth century. Topics include Germany’s Keyes/Three credits experiences in war and peace; monarchy, democracy, and dictatorship from the era of Wilhelm II through the age of HIS 262 CIVIL WAR AND RECONSTRUCTION IN THE Hitler; democracy and reconstruction in West Germany UNITED STATES since World War II; the Cold War; the reunification of This course examines the sectional conflict, the inability to Germany; and Germany’s role in a new Europe. resolve problems, issues leading to secession, the military, Wheatland/Three credits political, and social dimensions of the Civil War, and the era of Reconstruction. HIS 282 JAPAN SINCE 1868 McClymer/Three credits Designed to introduce students to the major themes of Japanese history during the late nineteenth century and the HIS263 THE VIETNAM WAR twentieth century, the course begins by defining the nature An exploration of how Americans and Vietnamese on all of Japanese feudalism on the eve of 1868 and the internal sides of the conflict experienced the war (1945–1975) and and external challenges that resulted in the momentous sought to discern meaning from it. political, social, and cultural transformation known as Kisatsky/Three credits the Meiji Restoration of 1868. The course continues by exploring the domestic and international forces leading to HIS 265 PEACE STUDIES war in the Pacific, the period of American occupation, and This course examines causes of global and personal post-war recovery. conflict and allows students to discuss means of resolution Nakajima/Three credits

43768_07_History.indd 86 7/19/13 2:27 PM 43768_07_History.indd 87 Borsch/ nationalism, modernization,and resurgentMuslimidentities. new symbols of power in the twentieth century, such as mation oftraditionalauthorityandtheemergencepotent such as the changing role of the middle class, the transfor with theWestern world.Itanalyzesbroadsocial issues of theMiddleEastwereprofoundlyalteredbytheircontacts East. Itcoverstheperiodinwhichtraditionalsocieties This courseexaminesthehistoryofmodernMiddle HIS 291 Borsch/ the EuropeanMiddleAgesarestressed. logical achievementswhichmarkedaperiodofprogressin The Islam’s numerousphilosophic,scientific,andtechno a strong formative influence onthe development of Islam. examines how the conquered territories and peoples exerted of territory stretching from Spain to Central Asia. It also analyzes the reasons for Islam’s rapid political takeover proselytizing missionintheArabianPeninsula,course to examiningtheoriginsofQur’anandMuhammud’s economic developmentsintheMiddleEast.Inaddition region. Thecoursecoversreligious,cultural,andsocio- to theadventofWestern poweranddominanceinthe East from the genesis of Islam in seventh century Arabia This courseexaminesthehistoryofpre-modernMiddle HIS 290 Choquette, Keyes/ the humanitiesrequirementinCoreCurriculum. from the19thcenturytopresent.Thiscoursesatisfies concentration ofthecourseisonwomeninNorthAmerica perspectives. Thebasicapproachisinterdisciplinaryandthe the thinking about women at various times and from various appraises theexperiencesofwomen;andcriticallyexamines and thelimitedopportunitiesforwomen;examines their roles;emphasizesthefullrangeofcontributions course developsacoherent,integratedviewofwomenand This courseisanintroductiontothestudyofwomen.The HIS 285 Nakajima/ mation ofthepeasantry. of women,thedevelopmentyouthculture,andtransfor addresses broadersocialissues,includingthechangingstatus to studyingthemajorpoliticalchanges,coursealso the Chinesepeopleinmodernperiod.Inaddition course focusesonvariouswarsandrevolutionsthatinvolved the most drastic andexciting ones in world history. The that Chinaunderwentinthelasttwocenturiesisoneof century tothepresentpost-Dengera.Thetransformation This coursesurveysthehistoryofChinafrom19th HIS 283 Three credits Three credits Three credits WOMEN’S STUDIESI: IMAGES ISLAMIC MIDDLEEASTII(SINCE1800) ISLAMIC MIDDLEEASTI(TO 1800) MODERN CHINA: WAR AND REVOLUTION Three credits - - - participants readaccounts ofwomen’s lives inregions the worldasalensintocurrentglobalissues.Eachweek This courseusesthepersonalstoriesofwomenaround 385 WMS Borsch/ new religionofIslam. Imperial Persianparadigmsintoaunifiedcaliphateunderthe Eastern societiesweretransformedfromclassicalRomanand traces thesignificantdevelopmentsbywhichNear of effectivenewsymbolspower. Thecourseultimately transformation oftraditionalauthorityandtheemergence the peasantsofMesopotamiaandBedouinArabia, growing powerandinfluenceofmarginalsocietiessuchas as the changing patterns of urban rural interaction, the times and lateantiquity. Itanalyzesbroadsocial issues such religious experiences structured the life of people in classical of transitionfortheNearEast,oneinwhichavariety BCE to750CE.Thecourseaddressesaverycriticalperiod This course examines the history of the Near East from 50 HIS 293 Staff/ a discretetopic. opportunity forin-depthstudyand independentresearchon historical subjectorperiod,while theSeminarprovidesan choice. ThePro-seminaroffersabroadsurveyofan instructor inthesamesemester on atopicoftheinstructor’s to theHistorySeminar(HIS393),taughtbysame junior orsenioryear, thePro-seminarisformallylinked Designed primarilyforHistorymajorsandminorsintheir HIS 391 Staff/ Permission oftheChairisrequired. Open tohighlyqualifiedJuniorandSeniorHistorymajors. HIS 390 Staff/ The topicnormallychangeseachtimethecourseisoffered. This coursepermitsthestudyofselectedtopicsinhistory. HIS 389 Keyes / divide peopleacrossculturesinthemodernworld. women,” we learn about the human struggles that unite and own homesandcommunities.Inexperiencinga“worldof with whatishappeningaroundtheworld,includinginour at theindividualandlocallevelisintricatelyconnected with them.Inthisglobalageinwhichwelive,whathappens about theworldthattheyinhabit,andweinhabitalong the meek;andinlearningtheirstories,alsolearnsomething the powerless;richandpoor;courageous personal experiences.Studentsencounterthepowerfuland that providehistoricalandcontemporarybackgroundfor outside oftheUnitedStates,alongwithreadabletexts Three credits Three credits Three credits Three credits Three credits EAST IN TRANSITION EAST FROM JESUS TO MUHAMMAD: THE NEAR HISTORY PRO-SEMINAR INDEPENDENT STUDY SPECIAL TOPICS INHISTORY WOMEN OF THEWORLD WOMEN 7/19/13 2:27 PM

HISTORY 87 88 DEPARTMENT OF HISTORY

HIS 392 HISTORY COLLOQUIUM PRE-LAW PREPARATION Designed principally for History majors and minors, the The legal profession is complex, rigorous, and entails Colloquium brings together a small number of advanced the responsibility for strong ethical choices and critical students to study in depth a fairly restricted topic; for thinking. It is a profession with effects in all facets of example, Stalinist Russia, 9/11, American Radicals, 2012, and society. Moreover, it is diverse and always changing, Central Asia. The topic is selected by the professor teaching making dull moments a rarity. For students considering the course in a given semester. a career in this profession, Assumption College offers Staff/Three credits a wide path to follow. Student are not restricted to a rigid course track, but have the freedom to choose the HIS 393WE HISTORY SEMINAR appropriate courses themselves, guided by the view A writing- and research-oriented course designed primarily that a challenging liberal arts education is the best for History majors and minors, the Seminar introduces preparation for a professional career. Whether it be students to the practice of historical scholarship. Students History, Political Science, English, or even Natural intensively study an historical problem or subject, and they Sciences, students have the ability to concentrate their conduct individual research on different aspects of the studies in an area that both interests and challenges seminar topic. Previous seminars have treated the American them. Law school admissions officers agree that Revolution, Slave Narratives, Renaissance Humanism, the intensive liberal arts classes in reading, writing, and Holocaust, Salem Village Witchcraft, the Dreyfus Affair, speaking nourish precisely those intellectual virtues the Vietnam War, and World War II in the Pacific. The required in the study and practice of law, namely, seminar is taken in conjunction with a Pro-seminar (History the ability to analyze a given issue from differing 391), a course providing background and context for the perspectives and to draw accurate conclusions from it. seminar topic. The Pro-seminar is taken in the same semester Though students do not enroll in a specific as the Seminar, usually in the junior or senior year. This Pre-Law program at Assumption, the College seminar fulfills the Writing Emphasis requirement in the recommends that students seek the advice of its Core Curriculum. Pre-Law Committee. The Committee offers individ- Staff/Three credits ualized curricular advice to students in all majors, helping students tailor their course load in a manner HIS 394 PRACTICUM IN THE TEACHING OF HISTORY most suitable to their particular circumstance. The On occasion, students with a special interest in teaching Committee consists of two faculty members who History may work as assistants in the planning, teaching, and hold informational meetings for students and arrange evaluation of one of the department’s introductory courses. meetings with representatives from law schools and Open only to Juniors and Seniors. with Assumption College Alumni who are in law Staff/Three credits school and in the legal profession. The Committee sponsors tours of law schools, law class visitations, AAS 350 AMERICAN STUDIES SEMINAR AT THE moot-court field trips, and legal internships and, above AMERICAN ANTIQUARIAN SOCIETY all, aids students in their preparation for the Law Each fall, the American Antiquarian Society and five School Admissions Test (LSAT) while guiding them Worcester colleges sponsor an interdisciplinary research through the law school application process. Members seminar focusing on a different aspect of early American of the Pre-Law Committee encourage students to seek history and culture. The seminar topic and research methods their services early in the students’ academic careers. combine several disciplines, and students from a wide variety Assumption graduates have gone on to matriculate at of majors have participated successfully in this unique such law schools as Boston College, Brooklyn College undergraduate opportunity. Recent seminar topics have of Law, Catholic University of America-Columbus included “Puritan Captivity Narratives and Native Stories,” School of Law, New England School of Law, Suffolk “America’s Environmental Histories,” and “Sexualities in Early University School of Law, Florida State University and America.” The seminar meets at the American Antiquarian the University of Notre Dame, and have continued to Society and is conducted by a scholar familiar with the succeed in the profession. Society’s collections. Selection is highly competitive. The For more information contact the pre-law advising participating students are chosen by a screening committee coordinator, Prof. Bernard J. Dobski, at 508 767–7369 made up of representatives from the five participating or by e-mail at [email protected]. colleges: Assumption, Clark University, College of the Holy Cross, Worcester Polytechnic Institute, and Worcester State LAW SCHOOL AGREEMENTS College. This seminar fulfills the seminar and pro-seminar requirement for History majors; it fulfills the colloquium Assumption College/ Duquesne University requirement for History minors; and it fills the Writing School Of Law B.A./J.D. Emphasis requirement for the core. (Fall only) Assumption College and Duquesne University School Staff/Six credits of Law offer an accelerated program of study that

43768_07_History.indd 88 7/19/13 2:27 PM 43768_07_History.indd 89 College SchoolofLaw, individualsinthisprogram their first year of law school at Western New England three years of study. Upon successful completion of Requirements ofAssumptionCollegeintheirfirst requirements of their major and the General Education accelerated program,studentsmustcompletethe earn thesedegrees. six years.Typically sevenyearsofstudyarerequiredto from Western NewEnglandCollegeSchoolofLawin degree fromAssumptionCollegeandalaw study thatallowsqualifiedstudentstoearnabachelor’s College School of Law offer an accelerated program of Assumption College and the Western New England College SchoolofLawB.A./J.d. Assumption College/ Western NewEngland Bernard J.Dobski. more informationaboutthisprogram,contactProf. Admission intothelawschoolisnotguaranteed.For with abachelor’s degree fromAssumptionCollege. individuals inthisprogramareeligibletograduate of theirfirstyearlawschoolatDuquesne, three years of study. Upon successful completion Requirements ofAssumptionCollegeintheirfirst requirements of their major and the General Education accelerated program,studentsmustcompletethe years ofstudyarerequiredtoearnthesedegrees. Duquesne Universityinsixyears.Typically seven from AssumptionCollegeandalawdegree allows qualifiedstudentstoearnabachelor’s degree In order to be eligible for admission into this In order to be eligible for admission into this Law Schoolhasanexceptionallystrongprogramin degree fromAssumptionCollege.TheVermont in thisprogramareeligibletograduatewithabachelor’s year oflawschoolatVermont LawSchool,individuals years ofstudy. Uponsuccessfulcompletionoftheirfirst Requirements ofAssumptionCollegeintheirfirstthree requirements oftheirmajorandtheGeneralEducation accelerated program,students must completethe are requiredtoearnthesedegrees. Law Schoolinsixyears.Typically sevenyearsofstudy Assumption CollegeandalawdegreefromVermont qualified studentstoearnabachelor’s degree from offer anacceleratedprogramofstudythatallows Assumption CollegeandtheVermont LawSchool B.A./J.d. Assumption College/Vermont LawSchool program, contactProf.BernardJ.Dobski. is notguaranteed.Formoreinformationaboutthis Assumption College.Admissionintothelawschool are eligibletograduatewithabachelor’s degree from about thisprogram,contactProf. BernardJ.Dobski. the lawschoolisnotguaranteed.Formoreinformation those interestedinEnvironmentalLaw. Admissioninto of law, soadmissiontothisinstitutionisnotlimited also preparesstudentsforthepracticeofotherareas consider thisprogram.TheVermont CollegeofLaw in pursuingaJ.D.EnvironmentalLawmaywishto by US News and World Report. Students interested among thetoponeortwoprogramsincountry Environmental Law, andithasconsistentlybeenranked In order to be eligible for admission into this 7/19/13 2:27 PM

HISTORY 89 90 DEPARTMENT OF HUMAN SERVICES & REHABILITATION STUDIES

Associate Professors: Susan M. Scully-Hill (Chairperson); • Knowledge in developmental, physical, cognitive, Assistant Professors: Cinzia Pica-Smith; Keith Lahikainen; sensory, and psychiatric disabilities. Scott Tyner; Robert Caron;Visiting Professor: Mark • Thorough understanding of the roles and Stewart; Alison Myette (Coordinator, Communication functions of human and rehabilitation service Sciences and Disorders Concentration); Lecturers: practitioners in a wide variety of professional Robert Bureau, Fr. Terrance Dougherty, O.C.D. settings. (Emeritus), Calvin Hill, Heather March, Sarai Rivera, • Skills in effective verbal communication through Beverly Stewart, Doug Klier, Tammy Murray Clinical intense study and practice of interviewing and Coordinator: Susan Sabelli. basic counseling skill training. • Skills in effective written communication through MAJOR IN HUMAN SERVICES AND intense study and practice of research report REHABILITATION STUDIES writing, client report writing, and the standards of The major in Human Services and Rehabilitation case documentation. Studies is based upon the philosophy that all humans • Skills in utilizing information and assessment in have worth and potential. The undergraduate program an effort to assist people in solving problems and in Human Services and Rehabilitation Studies reaching life goals. is committed to preparing students to maximize • Skills in locating and utilizing community the participation, inclusion and functioning of all resources in an effort to assist people to solve individuals in the community. The Human Services problems and reach life goals. and Rehabilitation Studies curriculum incorporates a • Knowledge of interventions and strategies humanistic, strengths-based, social justice perspective. employed to assist children and adults in a variety to working will all individuals including individuals of human service and rehabilitation settings. representing diversity. It is within this context that • Thorough understanding of and developed skills the liberal arts are integrated with the study of human, in the case management process. disability, and rehabilitation services. A significant • Thorough understanding of the ethical principles component of the HSRS curriculum is its culmination and standards that affect the delivery of human in an semester long internship that enables students to and rehabilitation services. develop and refine the attitudes, knowledge, and skills • Thorough understanding of the importance of necessary for working as human service professionals career development and employment and the in a variety of service settings. A specific emphasis subsequent development of these skills to assist in the HSRS curriculum focuses on developing people in reaching vocational goals. competencies for working with children and adults • Successful demonstration of the integration with disabilities in human service and rehabilitation of theory, strategies and interventions learned settings. After completion of the undergraduate in the classroom into professional practice by program in Human Services and Rehabilitation completing a semester long supervised internship Studies, students are prepared to work in a wide range in a human service setting. of human service professions serving children and adults with disabilities and other challenging life The major in Human Services and Rehabilitation circumstances. Studies provides a strong undergraduate foundation The major in Human Services and Rehabilitation for graduate professional education in a variety of Studies is committed to preparing students to achieve health and human service-related fields including the following: rehabilitation counseling, school counseling, social • Thorough understanding of the social, psycho- work, special education, speech-language pathology, logical, economic, physical, medical, cultural, counseling psychology, school psychology, adjustment and other environmental factors faced by counseling, physical therapy, occupational therapy and individuals who are to be helped through their nursing. involvement in the human and rehabilitation services. Required Courses: • Thorough understanding of the history, The major in Human Services and Rehabilitation philosophy and legislation that comprises the Studies requires the successful completion of the underpinnings of the human and rehabilitation following courses: service professions. • Understanding of the history, treatment and First Year: education of people with disabilities and special HRS 119 Introduction to Human Services and needs. Rehabilitation Studies (Fall/Spring) • Thorough understanding of human development HRS 121 Human Development and Disability across the lifespan. Across the Lifespan (Fall/Spring)

43768_08_HumanSvcs.indd 90 7/19/13 2:28 PM 43768_08_HumanSvcs.indd 91 Societal, Family Perspective (ChooseOne): Cultural Perspective (ChooseOne): Psychological Perspective (ChooseOne): in HumanServicesandRehabilitationStudies: each ofthefollowingperspectiveareasformajor Students are also required to complete one course in Senior Year: Junior Year: Sophomore Year: SOC 223 SOC 122 WMS 385 SOC 285 SOC 216 SOC 206 HIS 213 HIS 269 PSY 117 PSY 186 SOC 230 SOC 224 SOC 216 ANT 255 ANT 254 ANT 225 ANT 131 PSY 353 PSY 210 PSY 190 181 PSY PSY 140 PSY 116 HRS 490 HRS 340 HRS 330 HRS 320 HRS 305 HRS 219 HRS 210 HRS 200 The FamilyinSociety Social Problems Women oftheWorld Women’s StudiesI:Images Racial andEthnicRelations The SociologyofUrbanLife Women &theAmericanExperience History ofAfricanAmericans Psychology ofWomen Psychology ofAging Aging inSociety Gender IssuesinSociety Racial andEthnicRelations America Interaction withIndiansinNorth North AmericanIndian Perspective Women andMeninaCross-cultural Cultural Anthropology Psychology ofLearning Social Psychology Infancy &Childhood Psychology ofDevelopment: Psychology ofAdolescence&Maturity Psychology ofPersonality Abnormal Psychology (Fall/Spring) Internship inHumanServices (Spring) Principles ofCaseManagement and RehabilitationServices(Fall) Interviewing Techniques inHuman Psychiatric Rehabilitation(Fall/Spring) (Fall) Client InformationandAssessment Interventions (Fall/Spring) Rehabilitation Strategiesand (Fall/Spring) Medical AspectsofDisability (Fall/Spring) Treatment andRehabilitation Addiction: Etiology, Assessment,

PSY 265 course offerings: Statistics Students areencouragedtochoosefromthefollowing Rehabilitation Services,electivesarerecommended. Although not required for the major in Human and Electives: approved bytheDepartmentChairperson. Services andRehabilitation Studies Departmentand be developedwithafaculty member fromtheHuman career objectives.Theminor programofstudyshould other HRS courses that suittheir individual interestsand required courses,studentsare encouraged tochoosetwo field placement experience. In addition to the four apply thesefundamentalskillsbycompletinga100 hour The minoralsoprovidesstudentswiththeopportunityto some coreskillsrequiredofahumanserviceprofessional. The minorisalsogearedtowardprovidingstudentswith and diversityofhumanrehabilitationservicesettings. provide studentswithafirmunderstandingoftherange are required.Thefourrequiredcoursesdesignedto minor. Theminorconsistsofsixcourses,fourwhich services andrehabilitationstudiesmaywishtopursuea developing knowledgeandskillsintheareasofhuman Students interestedinsupplementinganothermajorby REHABILITATION STUDIES MINOR INHUMANSERVICES AND HRS 241 HRS 228 HRS 227 HRS 225 HRS 125 SOC 300 SOC 234 SOC 232 SOC 206 PSY 225 EDU 201 HRS 420 HRS 485B HRS 421 HRS 420 HRS 335 HRS 331 HRS 325 HRS 329 HRS 321 HRS 265 Prevention andInterventionModels Introduction toSignLanguage Hearing andDeafness ­Communication anditsDisorders Introduction toHuman and OccupationalTherapy Professional OrientationtoPhysical Sociological Analysis Words andNumbers:Tools of Social Policy Inequality andSociety The SociologyofUrbanLife Research Methods Schools andSociety Family AspectsofDisability Lifespan Loss andBereavementacrossthe Family AspectsofDisability and HearingMechanisms Anatomy andPhysiologyofSpeech Applied BehaviorAnalysis Basic ConceptsandPrinciplesin American English Clinically BasedPhoneticsof Sign LanguageII Social SkillDevelopmentforYouth Introduction toPeaceStudies and ApproacheswithYouth 7/19/13 2:28 PM

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Required Courses: settings, case managers for youth, and youth workers HRS 119 Introduction to Human Services and in both residential and academic settings. The concen- Rehabilitation Studies tration also provides a strong foundation for those HRS 340 Principles of Case Management students hoping to go on to graduate school to pursue HRS 330 Interviewing Techniques in Human & careers that focus on youth and family work such as Rehabilitation Services counseling, social work, and education. The concen- HRS 400 Individual in the Community tration focuses specifically on understanding how (Field Placement for non-majors) practitioners can support and strengthen youth’s support systems and protective factors while Choose two courses from the following list: minimizing the impact of risk factors. The program HRS 121 Human Development and Disability combines the practices of prevention, interventions, Across the Lifespan and system building to ensure that children and HRS 125 Professional Orientation to Physical adolescents experience opportunities to practice and Occupational Therapy strategies that promote their personal growth, academic HRS 200 Addiction: Etiology, Assessment, success, social inclusion, etc. The concentration allows Treatment and Rehabilitation Human Services and Rehabilitation Studies majors HRS 210 Medical Aspects of Disability an opportunity to further specialize their knowledge HRS 219 Rehabilitation Strategies and and skill base to develop and implement effective Interventions interventions when working with youth. Furthermore, HRS 225 Introduction to Human this concentration affords students in other majors ­Communication and its Disorders the opportunity to complete the specific coursework HRS 227 Hearing and Deafness targeted at developing the knowledge and skills HRS 228 Introduction to Sign Language necessary for effective intervention with children and HRS 241 Prevention and Intervention Models adolescents. Students interested in this concentration and Approaches with Youth may choose to pursue graduate degrees in a number of HRS 265 Introduction to Peace Studies areas such as Special Education, School Counseling, HRS 305 Client Information and Assessment Applied Behavioral Analysis, Child Life Specialist, HRS 320 Psychiatric Rehabilitation Rehabilitation Counseling, Counseling Psychology, HRS 321 Social Skill Development Strategies Social Work, etc. Students in a variety of majors at for Youth Assumption College may wish to pursue this concen- HRS 325 Clinically Based Phonetics of tration based on their vocational and/or avocational American English aspirations. HRS 329 Sign Language II HRS 331 Basic Concepts and Principles in Required Courses: Applied Behavior Analysis HRS 121 Human Development and HRS 335 Anatomy and Physiology of Speech Disability Across the Lifespan and Hearing Mechanisms (Fall/Spring 3 Credits) HRS 420 Family Aspects of Disability HRS 241 Prevention and Intervention HRS 421 Loss and Bereavement Across the Models and Approaches with Youth Lifespan (Fall 3 credits) HRS 485 HRS 321 Social Skill Development Strategies for Youth (Spring 3 credits) CONCENTRATION IN WORKING WITH HRS 331 Basic Concepts and Principles in CHILDREN AND ADOLESCENTS IN Applied Behavioral Analysis COMMUNITY SETTINGS (Spring 3 credits) This concentration is dedicated to educating HRS 420 Family and Disability students in the theories and approaches identified as (Spring 3 credits) best practices and skill areas needed to work with children and adolescents in schools, agencies, clinics and community settings. The concentration prepares Field Placement in an Approved Community students to become practitioners that promote healthy Setting: social and emotional development and academic HRS 490 Internship in Human Services achievement through prevention and intervention and Rehabilitation Studies strategies and programs grounded in ecological (HSRS Majors only-12 credits) systems and social justice frameworks. Examples of OR such practitioners include, but are not limited to, early HRS 400 Individual in the Community intervention specialists, ­paraprofessionals in school (Non HSRS Majors-3 credits)

43768_08_HumanSvcs.indd 92 7/19/13 2:28 PM 43768_08_HumanSvcs.indd 93 Communication ScienceCourses: Required Courses: for thestatetheyplantoworkin. Massachusetts shouldlookintolicensingrequirements are interested in becoming Assistants outside of licensing requirements. Therefore, students who of Massachusetts.Otherstatesmayhavedifferent Speech Language Pathology Assistant in the state Pathologist, itispossibletosecurealicenseas of clinicalpracticeunderalicensedSpeechLanguage required coursesintheconcentrationAND20 hours member oftheCollegesWorcester Consortium. required courses taken at Worcester State University, a Studies departmentatAssumptionCollegewithsome through theHumanServicesandRehabilitation cation Sciences and Disorders is a program offered physical sciences.TheConcentrationinCommuni sciences, mathematics,aswellbiologicaland on humancommunication,socialandbehavioral liberal artsfoundationwithcoursesspecificallyfocused Disorders buildsonAssumptionCollege’s strong the concentrationinCommunicationSciencesand in oralandwrittencommunicationskills”.Thus, recognized asliberalarts...withastrongfoundation “broad educationalexperiencesinareastraditionally communication sciencesanddisordersshouldinclude (ASHA), undergraduatepreparationinhuman American Speech,LanguageandHearingAssociation In accordancewiththestandardssetforthby tration in Communication Sciences and Disorders. and RehabilitationStudiesoffersaconcen Audiology, theDepartmentofHumanServices in thefieldsofSpeech-LanguagePathologyor For studentsinterestedinpursuinggraduatestudies SCIENCES ANDDISORDERS CONCENTRATION INCOMMUNICATION CD 305 CD 202 CD 201 HRS 325 HRS 235 HRS 335 HRS 225 For thosestudentswhohavecompletedall (Spring-Worcester StateUniversity) Introduction toAudiology Prerequisites: HRS335and 325 Worcester StateUniversity) Speech Science(Fall/Spring- Prerequisites: HRS335 Worcester StateUniversity) Hearing Science(Fall/Spring- Assumption College) American English(Spring- Clinically BasedPhoneticsof Language (Fall-AssumptionCollege) Normal DevelopmentofSpeechand (Fall-Assumption College) Speech andHearingMechanisms Anatomy andPhysiologyof (Spring) Communication anditsDisorders Introduction toHuman-­

- - Concentration inOccupationalandPhysicalTherapy masters degreeintheappropriatediscipline.The Physical orOccupationalTherapistisaclinical The minimalentry-leveldegreeforpracticeasa AND PHYSICALTHERAPY CONCENTRATION INOCCUPATIONAL Recommended butnotrequired coursework: (Note: onesciencecoursemustbetakenwithalab.) 1 PhysicsorChemistryCourse 1 BiologyCourse 1 MathematicsCourse 1 additionalcourseintheBehavioralSciences PSY 265 Statistics Other required Courses: PSY PSY 116 101 Abnormal General BIO Psychology BIO Psychology 370 240 General Mammalian Physiology Anatomy Required Courses: paying anadditionalfee. course at one of these consortium schools without Assumption Collegestudentsareeligibletotakethis Becker College(EXSC3300:ExercisePhysiology). Marie College(BIO240:ExercisePhysiology)and Assumption College,butisavailableatAnna Exercise Physiology, is not currently taught at courses (pleaseseethelistbelow).Onecourse, these majors. the concentrationarealsorequiredforcompletionof Psychology, andmanyofthecoursesrequiredfor Human ServicesandRehabilitationStudies,or tional orPhysicalTherapyhavemajoredinBiology, concentration. Many students interested in Occupa complete any major while also completing the of amajorpriortograduation.Astudentmay concentration must also complete the requirements tration isnotamajor, andallstudentscompletingthe in PhysicalorOccupationalTherapy. Theconcen is designed to prepare students for graduate study HRS 329 HRS 228 PSY 190 SOC 121 PSY 190 PHY 201–202 CHE 131–132 BIO 160 HRS 125 The concentrationhasatotalof16required Sign LanguageII(Spring) (Fall) Introduction toSignLanguage (Fall/Spring)1 Infancy andChildhood Psychology ofDevelopment: Therapy Physical andOccupational Principles ofSociology Psychology ofDevelopment General PhysicsIandII General ChemistryIandII Concepts ofBiology Professional Orientationto

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One of the two HRS courses listed below: should carefully plan their studies with their advisor HRS 490 Internship in Human Services and the Health Professions Advisor. and Rehabilitation Studies (if HSRS Major-12 Credits) SIX-IN-FIVE GRADUATE PROGRAM IN HRS 400 Individual in the Community REHABILITATION COUNSELING (if Non HSRS Major-3 credits) The Department of Human Services and Rehabili- tation Studies has an accelerated path toward helping One of the two Exercise Physiology courses listed below: undergraduate students obtain a master’s degree in EXSC 3300 Exercise Physiology – This Rehabilitation Counseling. The Six-in-Five Graduate course is offered at Becker Program in Rehabilitation Counseling is open to all College. students at Assumption College regardless of their BIO 240 Exercise Physiology – This declared major. Undergraduate students that have course is offered at Anna Maria completed general education requirements and the College. required courses in their major may begin the graduate program in Rehabilitation Counseling during their One of the following two Statistics courses: senior year. Upon completion of one additional year of PSY 265 Statistics graduate study (the fifth year), students will be awarded ECO 115 Statistics a Master of Arts Degree in Rehabilitation Counseling. Students are then eligible to take the Certified Rehabil- One of the following two math courses: itation Counselor Examination and become nationally MAT 114 Elementary Functions certified as a Rehabilitation Counselor (CRC). MAT 117 Calculus I Upon completion of this nationally accredited program in Rehabilitation Counseling, students have Recommended (but not required) coursework a number of professional options. Students can gain BIO 415 Principles of Neuroscience employment as a professional rehabilitation counselor PSY 351 Physiological Psychology in State Rehabilitation Agencies, Rehabilitation hospitals, Educational Settings, Private Settings, First semester freshman who want to complete the Insurance Based Settings, Independent Living Centers, concentration should enroll in BIO 160, CHE 131, etc. The Master’s Degree will enable students to HRS 125, and the appropriate math course (i.e., achieve professional counselor status and improved MAT 114 or MAT 117). First-year students should prospects for advancement into supervisory positions. also consult with the Health Professions Advisor, Students can also use the Master’s Degree in Rehabili- Dr. Steven Theroux, or Human Services and tation Counseling for entry into a Doctoral Program. Rehabilitation Studies Advisor, Dr. Robert Caron at Students interested in the Six-in-Five Graduate the beginning of the fall semester to plan out the Program in Rehabilitation Counseling should consult remainder of their course of study. with the Chair of the Department of Human Services A significant number of hours (as many as 1,000) and Rehabilitation Studies no later than February 1st in fieldwork related to health care may be required of their junior year at Assumption College. for admission to some PT or OT programs. The Admission to the Six-in-Five Program in Rehabili- internship experience required for our program may tation Counseling requires a strong undergraduate not provide all of the hours needed to satisfy this record of academic success. Interested students requirement. Additional experience can be gained will apply to the program by submitting a letter of by volunteer work or by acquiring a paid position application to the HSRS Chairperson and submitting as a rehabilitation aide. It may also be possible to 2 academic letters of reference along with a transcript. obtain additional fieldwork experience by completing Application materials are accepted until March 1st. additional internships within the major. Once admitted to the Six-in-Five Program in It is also important to note that some graduate Rehabilitation Counseling, students will begin taking programs have atypical course requirements. Students graduate courses during their undergraduate senior who are considering applying to graduate school for year. On-going evaluation of student progress will Occupational or Physical Therapy should review the take place during the senior year to ensure students admission requirements of the schools they plan to are successfully completing graduate level coursework. apply to by the beginning of their Junior year in order During the spring semester of the senior year students to be certain they will have time to complete all of the with successful achievement will make application necessary coursework before graduation. to Assumption College’s Graduate School and be Students who are interested in entering the admitted as official graduate students. Financial Simmons University accelerated doctoral degree support such as grants and scholarships are available to program in Physical Therapy (see description below) qualified students.

43768_08_HumanSvcs.indd 94 7/19/13 2:28 PM 43768_08_HumanSvcs.indd 95 health careproviderswillalsobe covered.Thisintroductory Physical andOccupationalTherapists relationshiptoother and ethicsofoccupational physicaltherapy. The This course will cover the history, principles, philosophies HRS 125 Staff science requirementintheCoreCurriculum.(Fall/Spring) service systemswillbestudied.Thiscoursefulfillsthesocial consumer choicerelatedtoindividualswithdisabilitiesand concepts ofconsumerinvolvement,rights,and diversity issuesrelatedtodisabilitywillalsobeexplored.The of whatitmeanstohaveadisability. Culturalsensitivity and Students willgainanin-depthappreciationandunderstanding factors impactingindividualswithdisabilitieswillbestudied. Specific psychological,social,environmental,andpolitical along withvariousstagetheoriesofadjustmenttodisability. processes involvedinadjustingtodisabilitywillbepresented cation, sensoryandphysicaldisabilities.Thepsychological implications ofspecificdevelopmental,learning,communi will be studied to provide a framework for exploring the context ofhumandevelopment.Lifespandevelopment The purposeofthiscourseistostudydisabilitywithinthe HRS 121 Staff science requirementintheCoreCurriculum.(Fall/Spring) rehabilitation service setting. This course fulfills the social opportunity to observe and volunteer in a human and/or be integratedinthiscoursetoprovidestudentswiththe covered inthiscourse.Aservicelearningcomponentmay Ethics andethicaldecisionmakinginthehumanservicesis specific attentiontodisabilityandothertypesofdiversity. issues andtrendsinhumanserviceprovisionarecoveredwith behavioral, physical,psychologicalandlearningissues.Current mental, environmental,economic,political,social,vocational, support/help individualsexperiencingthemyriadofdevelop the majormodelsandtheoriesofhelpingthatcanbeusedto rehabilitation serviceorganizations.Thiscourseexamines provided toindividualsacrossthelifespanbyhumanand legislative underpinnings,mission,purpose,andservices and providesstudentswithinformationaboutthehistory, needs face.Thiscourseemploysasocialjusticeframework humanly awareoftheissuesmanyindividualswithspecial so thattheymaybecomepolitically, culturally, sociallyand presented inthiscourseisintendedforstudentsALLmajors Human ServicesandRehabilitationStudies.Theinformation This courseisanintroductiontothetheoryandpracticeof HRS 119 descriptions COURSE /Three Credits /Three Credits AND OCCUPATIONALAND THERAPY LIFESPANACROSS THE REHABILITATION STUDIES PROFESSIONAL ORIENTATION TO PHYSICAL HUMAN DEVELOPMENT AND DISABILITY INTRODUCTION TO HUMANSERVICES AND - - successful intervention.Ethicalissuesrelatedtoaddictions social-learning, andsocio-cultural)theimplicationsfor theories ofaddiction(e.g.,biological,psycho-dynamic, explored. Thiscoursewillintroducestudentstothedifferent disorders, gambling addictions, steroid use, etc. will also be related tosubstanceabuse,alcoholdependence,eating treatment, prevention,intervention,andrehabilitation aspects of addictions will be covered. The pharmacology, logical, social,societal,physiological,familyandrelationship addictive behavior. Topics suchasthehistorical,psycho This coursewillprovideanoverviewofaddictionsand HRS 200 Staff responsibilities relatedtohealthcareservice.(Spring) and currenttrendswillhighlightthelegalethical course willalsoprovideanoverviewofprofessionalissues practice, andtheOTPTprocesseswillbecovered.This variety ofprofessionaltreatmentsites.Theories,models role ofthephysicalandoccupationaltherapistwithina course willprovideafoundationforunderstandingthe Staff technology optionswillalsobecovered. (Fall/Spring) settings will be addressed.Rehabilitation andassistive individuals with disabilities in educational and employment legislation. Supportivestrategies for assistingandmaintaining living optionsforpeoplewith disabilities includingrelated knowledge and skills related to employment and independent enhancing independence.Thecoursewillprovidecritical strategies aimedatminimizingtheimpactofdisabilityand transition serviceswillbeexaminedascriticaleducational disabilities will be covered. Early intervention, inclusion and aimed atmaximizingindependenceforpeoplewith with disabilities.Educationalandrehabilitationstrategies and interventions thatoccuracrossthelifespanofindividuals This courseexploresthefullrangeofrehabilitationstrategies HRS 219 Staff disease, chronicillnessandphysicalimpairments.(Fall/Spring) medical terminologywillbestudied.Thiscoursefocuson treatment andinterventionstrategieswillbecovered.Basic to emphasizingthemedicalaspectsandcharacteristics, encountered inrehabilitationservicesettings.Inaddition chronic diseasesanddisablingconditionsthatarecommonly rating theresultingfunctionallimitations.Studentswillstudy along withtreatmentsandinterventionsaimedatamelio the medicalaspectsandcharacteristicsofdisablingconditions health impairments.Thecourseprovidesinformationabout sensitivity, appreciationandunderstandingofdisability The goalofthiscourseistoassiststudentsindeveloping HRS 210 Staff and addictioncounselingwillalsobediscussed.(Fall/Spring) /Three Credits /Three Credits /Three Credits /Three Credits ADDICTION: ETIOLOGY, ASSESSMENT, TREATMENTREHABILITATION AND INTERVENTIONS REHABILITATION STRATEGIES AND MEDICAL ASPECTS OFDISABILITY - - 7/19/13 2:28 PM

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HRS 225 INTRODUCTION TO HUMAN COMMUNI- with an opportunity to develop awareness, understanding and CATION AND ITS DISORDERS skills related to the use of assessments and evaluation tools. This course is an introduction to human communication Clients utilizing human and rehabilitation services are in across the life span with emphasis on the linguistic rule need of professionals with skills in utilizing assessment results systems of pragmatics, semantics, syntax, morphology and in order plan and provide appropriate interventions. This phonology. An overview of normal and disordered speech, course will utilize a lifespan approach to provide an overview language, cognitive-linguistic, and hearing skills is provided. of common assessment and evaluation tools used in a variety This overview includes etiologies, characteristics, assessment, of human service and applied settings such as schools, early and treatment using case studies, video, DVD and audio-taped intervention programs and rehabilitation agencies. (Fall) examples as well as hands-on materials. (Fall/Spring) Staff/Three Credits Staff/Three Credits HRS 320 PSYCHIATRIC REHABILITATION HRS 228 INTRODUCTION TO SIGN LANGUAGE As an introduction to psychiatric rehabilitation, this course This course focuses on the use and study of American emphasizes understanding of lifespan development with Sign Language (ASL), the language that is widely used by appreciation for the complex interaction of biological, Americans with Deafness. This course will include basic ASL social and psychological variables that influence human vocabulary, grammatical structures, and conversational basics. behavior. From this bio-psycho-social framework, the Students will also be introduced to the values, beliefs and course will review major psychiatric and developmental behavioral norms shared by members of the deaf culture. (Fall) disorders with attention to diagnostic and intervention Staff/Three Credits strategies. This course will also address the co-occurrence of psychiatric disorders and substance use disorders in HRS 235 NORMAL SPEECH AND LANGUAGE individuals. The challenging nature of treatment and rehabil- DEVELOPMENT itation for individuals with co-occurring disorders will be This course provides an in-depth coverage of normal speech identified and covered. Educational and vocational factors and language development including theories of acquisition, will also be covered. Students will gain an understanding development of the linguistic areas of content, form and and appreciation of the personal experience of psychiatric function, cognitive-linguistic development, the development disability and recovery, including an understanding of the of literacy skills, and basic analysis techniques for measuring core principles and motives of psychiatric rehabilitation. the speech and language development of a child. Learning Prerequisites: HRS 119; HRS 121 (Fall/Spring) is achieved through lecture, reading and video/audio taped Staff/Three Credits examples. (Fall) Staff/Three Credits HRS 321 SOCIAL SKILLS DEVELOPMENT STRATEGIES FOR YOUTH HRS 241 PREVENTION AND INTERVENTION MODELS Social Skills Training is a psycho-educational approach to AND APPROACHES WITH YOUTH scaffolding pro-social behaviors of youth and adolescents This course will provide students an overview of profes- with behavioral challenges. Social Skill development as sional settings that employ counselors and youth workers an approach supports youth to be successful in social to work with children and adolescents. Settings such as interactions. Specifically, Social Skill development as public, private, and alternative schools, early intervention an approach provides youth with strategies for building programs, afterschool programs, and youth facilities will be resilience and for dealing with teasing and bullying, starting covered. The role of professionals working in these settings conversations, asking for help, dealing with peer pressure, will also be explored. The course will provide an overview practicing effective problem solving, etc. The course will of a variety of issues associated with early childhood and provide students with the theoretical, evidentiary and adolescence. Basic guidelines for working with children practical background to engage with youth in social skill will be covered in addition to an overview of specific development and interventions. Students will be introduced prevention and intervention models for counseling children to assessment strategies to determine the social skills needs and adolescents. The course will focus on the practical of youth and adolescents. The course will also introduce application of developmental theory within the context of interventions for specific behavioral challenges of students a social justice and multicultural counseling framework. The with disabilities (ADHD, learning disabilities, autism course will also address effective intervention techniques to spectrum disorders, for example). Students will also be work with all youth within our socio-political contexts of introduced to other relevant evidence based interventions for schools and communities. Effective and collaborative family working with youth. (Spring) intervention models will also be covered. (Fall) HRS 325 CLINICALLY BASED PHONETICS OF HRS 305 CLIENT INFORMATION AND ASSESSMENT AMERICAN ENGLISH This course is intended to provide the student anticipating This course is the study of sounds of the American English a professional role in the human and rehabilitation services Language. Using the International Phonetic Alphabet (IPA),

43768_08_HumanSvcs.indd 96 7/19/13 2:28 PM 43768_08_HumanSvcs.indd 97 a supervised setting. The course employs a strengths-based to practicingtheseskillswithactual childrenandadultsin skills of applied behavior analysis in a safe environment prior application based projects so that they can develop the basic settings. Studentswillcomplete exercisesandpractical a variety of individuals being served in diverse community will use these principles to address the behavioral needs of knowledge ofbehaviorism,motivationandlearningthey Once studentshaveacquiredtheessentialfoundational and frameworkforthepracticeofappliedbehavioranalysis. tional theorieswillbestudiedtoprovideastrongfoundation concepts andterminology. Behavioral,learningand motiva in behavioralprinciplesbyreviewingtheories, behavioral needs.Thiscoursecoversthebasicfoundations and aprofessionthatprovidesservicestomeetdiverse applied sciencethatdevelopsmethodsofchangingbehavior behavioral disabilities.Appliedanalysisisan and adultswithavarietyofdevelopmental,cognitive an evidence-basedinterventionforworkingwithchildren study ofprincipleslearningandbehaviorisnow The fieldofBehaviorAnalysisgrewoutthescientific HRS 331 Staff discussed andpracticed.Prerequisites:HRS119(Fall) clients. Ethicalprinciplesanddecisionmakingwillbe cultural sensitivityintodailypracticeandinteractionswith counseling situations.Studentswillbetaughttoincorporate consumer self-directionwillbeemphasizedininterviewingand professionals, and the general public. Client choice and cating withpersonsdisabilities,theirfamilies,related effective interpersonalskillsininterviewingandcommuni helping process.Thecoursewillassiststudentstoapply impact of diversity, culture, and individual lifestyles on the rehabilitation servicesettings.Studentswillunderstandthe specific interviewingskillsandtechniquesinhuman will beplacedondevelopingskillsinapplyingandutilizing understanding oftheinterviewprocess.Astrongemphasis This courseisdesignedtoprovidestudentswithathorough HRS 330 Staff deaf. Prerequisite:HRS228(Spring) culturally appropriate relationships with individuals who are the explorationofdeafcultureincludingdeveloping structures. Inthiscoursethestudentwillalsocontinue continues toincreaseASLvocabularyandgrammatical study ofAmericanSignLanguage(ASL).Thiscourse This isasecondlevelcoursethatfocusesontheuseand HRS 329 Staff sounds, acousticsandperceptionofspeech.(Spring) properties of American English, including the production of students willlearn toanalyze andtranscribe the physical /Three Credits /Three Credits /Three Credits APPLIED BEHAVIORAL ANALYSISAPPLIED AND REHABILITATION SERVICES BASIC CONCEPTS AND PRINCIPLESIN INTERVIEWING TECHNIQUES INHUMAN SIGN LANGUAGE II - - the necessarycasemanagementskillsthatareessentialto This courseisdesignedtoassiststudentsindeveloping HRS 340 Staff/ hearing, swallowingandaudition.(Fall) emphasis onrespiration,phonation,resonance,articulation, physiology ofthespeechandhearingmechanismswith swallowing. Thiscoursecoversthenormalanatomyand and nervoussystemsastheypertaintospeech,hearing This course is an in-depth study of the muscular, skeletal HRS 335 disabilities willbecovered.(Spring) children andadultswithdevelopmentalbehavioral that enhancethedevelopment,abilities,andchoicesof behaviors andgeneralizingpromotingpositive Interventions thataregearedtowardreducingproblematic increase andmaintainpositiveappropriatebehaviors. interventions aimedatassistingbothchildrenandadultsto model ofinterventionwhilecoveringspecificbehavioral cycle ofthefamily. Studentswilllearntodevelopanduse This courseusesafamilysystems approachtocoverthelife HRS 420 Staff and discussionofthefieldplacementexperience.(Fall/Spring) a weeklyseminarthatprovidesgroupsupervision,instruction variety of human service fields. Students will also participate in placement enablesstudentstoworkwithstaffrepresentinga provide serviceswithinahighlysupervisedsetting.Thisfield have the opportunity to use their skills and knowledge to of servicestoclientgroups.Asstudentsdeveloptheywill tation servicesbyobservingandparticipatingintheprovision opportunity tobecomeorientedthehumanandrehabili agency. Thefieldplacementwillprovidestudents withan experience inanapprovedhumanorrehabilitationservice This course isasupervised 100 hour field placement HRS 400 Staff service deliverysystems.Prerequisites:HRS119(Spring) enabling themtobeeffectiveinhumanandrehabilitation zational principles,practicesandprocessestostudents,thus covered. Thisisaskill-basedcoursethataimstoteachorgani nation andutilizationofassessmentinformationwillalsobe development, actionplanning,advocating,servicecoordi individual client needs. Community resource utilization, goal will bedevelopedalongwithcaseplanningskillsthatrecognize documenting, caserecordingandtimemanagementapproaches practices acrosshumanserviceagencies.Efficientcase termination. Studentswill be exposedtocasemanagement client movementfrominitiationofservicestocaseservice students with the knowledge and skills needed to facilitate the human and rehabilitation services fields. It will provide /Three Credits /Three Credits Three Credits ANATOMY AND PHYSIOLOGY OFSPEECH AND HEARINGMECHANISMS HUMAN SERVICES PRINCIPLES OFCASEMANAGEMENT FAMILY ASPECTS OFDISABILITY INDIVIDUAL IN THE COMMUNITY: THE - - - 7/19/13 2:28 PM

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a genogram to better understand the family system. The judge. Therefore, students in this course will be taught how course also takes a specific focus on the complex challenges to be present with someone experiencing strong emotions that families face when a family member has a chronic related to loss and death, how to respond to feelings shared illness, severe disability or substance use disorder. The by others experiencing grief and loss, and how to encourage course will examine family risk factors and interventions others to accept and cope with strong emotions related to employed to prevent and mitigate the effects associated loss and grief. (Fall/Spring) with these factors. The course will focus on developing Staff/Three Credits specialized skills and techniques for working with families in an attempt to foster family cohesion to confront challenges. HRS 485 SPECIAL TOPICS This course attempts to provide students with a context and Special topics courses are elective courses designed a philosophy for facilitating families as they move through to address special issues, skills and knowledge needed in time. Furthermore, the course aims to teach professionals to the human and rehabilitation services. These courses are assist family members in becoming a positive resource and designed for junior and senior level students as independent support for each other as they confront the many challenges research and inquiry are required. associated with disability, chronic illness, or substance use Staff/Three Credits disorders. The course covers a variety of family assessment and intervention models. The course includes an analysis of HRS 490 INTERNSHIP IN HUMAN SERVICES AND relevant and critical issues to consider when working with REHABILITATION STUDIES families during the treatment, intervention, and/or rehabili- This course is a field-based, professional opportunity for tation processes. Specific attention is given to the family life students to apply the theories, strategies, interventions, and cycle and the effect of risk factors, such as disability, chronic knowledge learned through the HRS coursework. Students illness or substance use disorders on the family. (Spring) will be applying their classroom learning in a professional Staff/Three Credits human and/or rehabilitation service setting. The internship is an intensely supervised and supported experience as students HRS 421 LOSS AND BEREAVEMENT ACROSS THE are supervised by both a faculty and an agency supervisor. LIFESPAN There are three phases to the internship experience: This course will address the topics of loss, grief, orientation, observation, and performance. Students will bereavement, aging, and the dying process from a perform all aspects of the human and/or rehabilitation humanistic perspective. The course will examine the role specialists job e.g., intake interviewing, assessment, action of spirituality, culture, gender, and developmental stage in planning, service planning, case management and case responding to loss. This course will address the role that closure. Students will complete a minimum of 400 hours helping professionals and fellow human beings can play on site during the fall or spring semester. The internship is in facilitating and encouraging the natural, healthy, and a competency driven experience and specific skills related healing expression of emotions related to loss. In this course, to the direct provision of services will be evaluated. Prereq- students will learn that grieving evokes strong emotions uisites: HRS 119; HRS 121; HRS 200; HRS 210; HRS 219; and strong emotions can be overwhelming if they are not HRS 305; HRS 320; HRS 330; HRS 340 (Fall/Spring) spoken in the presence of someone who can accept and not Staff/Twelve Credits

43768_08_HumanSvcs.indd 98 7/19/13 2:28 PM 43768_09_Interdisciplinary.indd 99 Assistance, HIS115TheWest andTheWorld Part II, Service Project,IDS250 Individual IncomeTax Introduction toJournalism, HON200Community SOC 225LiteratureofSocial Responsibility, ENG202 in CSLformatinclude,among many others,ENG/ different semesters.However, coursesoftenoffered designation, mayappearwithdifferentcoursesin CSL designation, like the Writing Emphasis CSL designation,inatleastthreedisciplines.The philosophy. Threeofthesecoursesmustbearthe (3) disciplines,oneofwhichmustbetheologyor CSL electivesmustbetakenfromatleastthree Electives capstone course. which havebeenapprovedbytheCSLdirector, anda service. Thecoursesconsistoffive(5)elective requires aminimumofsix(6)coursesandvolunteer The CommunityServiceLearning(CSL)minor Requirements community. off-campus experiencesandservingthebroader between theoryandpractice,whilegainingvaluable between variousdisciplines,aswellthetensions a newproject.Thestudentsthusexploreconnections capstone course, to apply what they have learned to courses inmultipledisciplines,and,throughasenior educational experience,askingstudentstotakeCSL The minorinCSLsimplydeepensandbroadensthat and valuableservicetotheWorcester community. memorable educationalexperiencesforthestudent service andacademicinquiry, simultaneouslycreating Community ServiceLearning(CSL)fusescommunity COMMUNITY SERVICE LEARNINGMINOR Keyes, [email protected]. opportunity. Forfurtherinformation,contactProf.Carl participated successfullyinthisuniqueundergraduate and studentsfromawidevarietyofmajorshave topic andresearchmethodscombineseveraldisciplines, Institute, andWorcester StateCollege.Theseminar the CollegeofHolyCross,Worcester Polytechnic pating colleges: Assumption College, Clark University, committee madeupofrepresentativesthefivepartici The participating students are chosen by a screening or herfieldofresearch.Selectionishighlycompetitive. American history, andtheseminartopicisrelatedtohis by ascholarfamiliarwiththeSociety’s holdings inearly Antiquarian Societylibrary. Theseminarisconducted Worcester collegessponsoraresearchseminaratthe Each fall,theAmericanAntiquarianSocietyandfive AMERICAN ANTIQUARIANSOCIETY AMERICAN STUDIESSEMINAR, are offered: The followinginterdisciplinaryprogramsandcourses - Out CenterorCampusMinistry. Forinstance, a SEND themselves, andearntherestthrougheitherReach earn mostofthesehourswhiletakingtheCSLcourses service whileatAssumption.Studentswouldeasily Students mustaccumulate125hoursofcommunity Community Service Learning. Capstone Theology course. Life. AtleastoneofthefiveCSLelectivesmustbea Urban Politics, and SOC 206 Sociology of Urban 250 IndividualIncomeTax Assistance,POL325 HIS 250ColonialLatinAmericanHistory, IDS and theFamily, ENG387AfricanAmericanLiterature, Examples include:ECO210EconomicsofWomen course countstowardtheminor. for “CSL”besidethecoursenametodetermineif 365.01 Teaching Students with Special Needs. Look MGT 311DiversityintheWorkforce, andEDU Land, Perschbacher/ issues inthecommunity. ideas tothinkcriticallyaboutpolitical, economic,andsocial sociological monographs and cultural analyses, using these in thecommunity. Studentswillreadliteraturealongside of academicclassroomlearning andexperientiallearning This team-taughtcourseoffersstudentsacombination ENG 225/SOC225 Land/ research paperandaformalpresentation. project oftheirchoice.Theculminationtheseminarisa service throughoutthesemester. Theypursuearesearch lived events. Students are engaged in 45 hours of community connections between text and experience, between ideas and community service.Studentsareencouragedtoexplorethe interdisciplinary readings,criticalthinkingandanalysis, the capstonecourseforCSLminors.Thecombines This interdisciplinarycommunityservicelearningcourseis IDS 425 descriptions ([email protected] or767-7652). or SusanHayes,coordinatorofCSLplacements director ofCSL([email protected]), For furtherinformation,contactDr. MichaelLand, trip wouldcontributeasubstantialnumberofhours. COURSE CSL electives should focus on social issues. Three credits IDS425:SeminarinCommunityService SEMINAR INSERVICE LEARNING INTERDISCIPLINARY PROGRAMS Three credits EPNIIIY (CSL) ­RESPONSIBILITY LITERATURE OFSOCIAL 7/19/13 2:29 PM

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IDS 250 INDIVIDUAL INCOME TAX ASSISTANCE (CSL) Through the “Literary Foundations of the West” This course will combine the study of low-income and the “Foundations of the West: Religion and taxpayers with community service learning. Students Philosophy” sequences, the second year of the Program will examine sociological issues, such as social class, in studies the various and conflicting accounts of human addition to researching individual tax credits targeted at excellence. The tensions among politics, philosophy, low-income taxpayers. They will also become proficient and revealed religion are central to the first semester; with tax software. Students will apply their learning through those among modern politics, Christianity, modern the electronic preparation of tax returns for low-income science, and modern philosophy are the concern of the Worcester residents. (Spring) second. These tensions give Western Civilization its Niece, Staff/Three credits vitality. The great works of Western Literature which are read at the same time support and give life to these FORTIN AND GONTHIER FOUNDATIONS theoretical accounts. OF WESTERN CIVILIZATION PROGRAM By joining with the faculty in this integrated study For thirty years, Assumption College has offered of Western Civilization, students acquire excellent an interdisciplinary program which provides an habits of inquiry, analysis, and writing. The Program integrated introduction to a liberal education. The gives students the opportunity to be thoughtful about Program, now newly endowed, has been expanded the issues and complexities that all people must and renamed in honor of Fr. Ernest Fortin, A.A. ‘46 and address. It increases their self-understanding and Fr. Denis Gonthier, A.A. ’44: The Fortin and Gonthier makes the excellence they study their own. Foundations of Western Civilization Program. Students who find Foundations courses rewarding The Program’s goal is to help students reflect and wish to pursue them in an extended way have two upon the heritage of Western Civilization, principally options, the Minor in Foundations of Western Civili- through a study of primary sources. It is intended for zation and the Honors Certificate in Foundations of students of all majors as an excellent beginning to Western Civilization. The purpose of these further whatever course of study they pursue at the College, options is to enable students to expand and to and can be pursued as a Minor or for an Honors integrate their knowledge of these primary works, Certificate. Moreover, the Program satisfies more than bringing them to bear on their own lives. half of the College’s general education requirements. International travel, public lectures including Requirements (6 courses total) for Minor in those by an annual visiting scholar, and special Foundations of Western Civilization Foundations events beyond the classroom—such as • ARH/POL 150 Foundations: Art and trips to New York City’s Metropolitan Museum of Politics I Art and plays at Worcester’s Foothills Theatre—also • ARH/POL 151 Foundations: Art and help to foster the development of an intellectual Politics II community among the students and faculty involved Four other semesters of Foundations courses from the in the program. A summer program for high school following: students is under development. • CLT 205 or 206 Literary Foundations of the Foundations courses cover more than 2,000 West I and II years in a variety of disciplines, allowing students to • PHI/THE 205-206 Religion and Philosophy I reinforce and integrate this vast body of knowledge. and II Completion of the Minor or Honors Certificate will • HIS 116-117 History of Western give any student a clear grasp of this timeframe and ­Civilization I and II the opportunity to do so by paying close attention • FND 300 Special Topics in Foundations to themes in Art, History, Literature, Philosophy, Politics, and Theology. The Foundations Program aims Requirements (7 courses total) for Honors at intellectual coherence throughout its curriculum. Certificate in Foundations of Western Civilization: Through the “Foundations of the West: Art and • ARH/POL 150 Foundations: Art and Politics” and the “History of Western Civilization” Politics I sequences, the first year of the Program initiates the • ARH/POL 151 Foundations: Art and students into the study of the principles of Western Politics II Civilization. Together, these courses study the political • FND 300 Special Topics in the and artistic achievements of cities from Athens to Foundations of Western Washington, D.C. Through a study of the deeds, Civilization speeches, architecture, sculpture, and painting of Four other semesters of Foundations courses from the exceptional citizens, students come to appreciate the following: need for human beings to be in a political community • CLT 205 or 206 Literary Foundations of the in order to achieve human excellence. West I and II

43768_09_Interdisciplinary.indd 100 7/19/13 2:29 PM 43768_09_Interdisciplinary.indd 101 by thetextsaboutroleofheroes andtheirrelationship The Fallsemester’s workconcentratesonquestions raised themes oftheWest astheyareplayedoutinliterature. Over twosemestersthiscourse considers someofthegreat CLT 205-206H Lazar, Wheatland/ not aprerequisitefor117FH. requirement inHistoryandHumanities.116FHis of primaryandsecondarysources.TheyfulfilltheCore war. Bothsemestersofthecourseemphasizewrittenanalysis the roleofideologyasanagentpolitics,revolution,and science, the courseandimplicationsofindustrialization, and the modernstate,riseofscientificinquiryand pre-modern eras.Thesecondsemesterstudiestheriseof and myriadpolitical,religious,socialconflictsofthe and thought,theslowevolutionofnationalidentities, the riseofChristianity, theemergenceofmedievalculture first semestercoverstheagesofclassicalGreeceandRome, ancient times through to our contemporary world. The experiences thathaveshapedtheWestern World from This two-semestercourseexploreshumanideasand HIS 116H-117H Geddert, Gearhart,Vaughan/ Science andthreecreditsinArt.(Fall,Spring) of themajorartisticworudentsearnthreecreditsinPolitical historical period,aswelltheviewingandanalysisofslides about themajorpoliticalandartisticprinciplesineach semesters emphasizethereadingandinterpretationoftexts through 20th-CenturyEuropeandtheUnitedStates.Both Renaissance. ThesecondsemesterstudiesModernEurope zation. ThefirstsemesterstudiesAncientGreecethroughthe of politicsandartintensuccessiveperiodsWestern Civili art. Thetwosemestersconcentrateonthestudyofworlds This isatwo-semesterinterdisciplinarycourseinpoliticsand 150-151H POL ARH 150-151H descriptions G.P.A. of3.25inFoundationscourses. Foundations Certificatestudentsmustmaintaina COURSE • • HIS 116-117 HIS PHI/THE 205-206 LITERARY FOUNDATIONS OF THE WEST I&II Three creditseachsemester POLITICS I&II FOUNDATIONS: ART AND

WESTERN CIVILIZATION I&II FOUNDATIONS: HISTORY OF

Three creditseachsemester Philosophy IandII Western CivilizationIandII Foundations: History of Foundations: Historyof Foundations: Religionand

- FND 300 Corrigan, LePain,Ranasinghe/ receive threecreditsforeachsemester.) and THE.Studentsmaytakeeitherorbothsemester(s) (This courseistaughtasatwo-semestersequenceinPHI study ofthemajorthinkerswhohaveformedourculture. approach totheirownthoughtsandactionsthrougha heart ofWestern civilizationandtherebydevelopacritical course istohelpstudentsdiscovertheprinciplesat philosophical foundationsoftheWest. Thepurposeofthe A two-semester introduction to the religious and PHI 205-206H Ady, Staff/ person ratherthanonthecommunity. (Fall,Spring) the moderninsistenceonpre-eminenceofindividual gation of the above questions, particularly in the light of human beings.TheSpring’s workcontinuestheinvesti rebellion, and the place of the gods or God in the lives of with theircommunities,abouthonor, authority, obedience, grow by taking on challenges, and committed to are passionate about ideas and learning, eager to Students intheAssumption College HonorsProgram common, intensivelearningexperience. intellectual friendshipanddiscoursewhileprovidinga and lifeoutsidetheclassroom.Theprogrampromotes only amongtheircourses,butalsobetweencourses opportunities forstudentstoexploreconnectionsnot professional, spiritual,family, andciviclife.Itpresents global community, andabasisformeaningfulpersonal, learn fromandcontributetothelocal,national, disciplinary and professional training; opportunities to that offers a high quality liberal education, in-depth the missionofcollegebyprovidingacurriculum The Assumption College Honors Program reflects Ramsey. Geoffrey Vaughan, BrianVolz. Davie, LanceLazar, CaryLeBlanc,NalinRanasinghe, Honors Council HONORS PROGRAM Civilization Program,[email protected]. Director oftheFortinandGonthierFoundationsWestern For further information contact Dr. Geoffrey Vaughan, Staff/ is connectedtothisclassandintegratedintothesyllabus. minor inFoundationsoftheWest. OnceayeartriptoEurope faculty interest.Maybeusedtosatisfyarequirementforthe Western Civilization.Itisofferedinresponsetostudentand movement, event,orworkthatisofcriticalimportanceto This course,whichisusuallyinterdisciplinary, studiesanissue, Three credits Three creditseachsemester WESTERN CIVILIZATION SPECIAL TOPICS IN THE FOUNDATIONS OF : SarahCavanagh,ElizabethColby- RELIGION AND PHILOSOPHYI&II THE 205-206HFOUNDATIONS: Three creditseachsemester Program Director : Rachel -

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making a difference in their communities. For that students are required to defend their honors thesis to reason, Honors students select courses and projects a committee of at least three faculty members in the that reflect their individual interests, connect their major field of the thesis. classroom studies with experience in the community, collaborate on research with faculty members, and First-year students receiving a 3.5 GPA in the fall design independent projects. Students selected for semester are invited to apply to the Honors Program the Honors Program become members of a lively and may join the program during their sophomore year. community that offers academic and co-curricular activities, the chance to build life-long relationships, Program Benefits and the opportunity to develop as leaders. Co-curricular Opportunities To complement the academic experience offered in the Honors Program Goals Honors Program, Assumption College sponsors such In the Honors Program students will: co-curricular activities as trips to historic sites and • Cultivate independent thinking and learning cultural events, concerts, lectures, attendance at academic • Learn to interpret and evaluate information from a conferences, dinner discussions, and study abroad. variety of perspectives • Engage actively with methodologies of various Honors Fellowships academic disciplines Honors Students are encouraged to apply for Summer • Develop and refine the qualities and Fellowships provided by the Honors Program. These ­responsibilities of leadership and service funds may be used for summer and independent • Carry out in-depth independent study in the research and to attend scholarly conferences. major discipline Honors Housing Required Courses (7 courses total) Honors housing is available for first-year students First year: Fall ARH/POL 150H: Art and in Hanrahan Hall. This alternate housing option Politics provides students with a living and learning HIS 116FH: Foundations community that fully supports and understands the Honors Western Civilization attainment of academic excellence. The mission of First Year: Spring ARH/POL 151H: Art and the Honors housing is to provide students with a Politic seamless educational environment in a smaller dorm HIS 117FH: Foundations setting. Programming in the Hanrahan lounge will Honors Western Civilization create many opportunities for less formal interactions between students, faculty, and the administration. OR Honors housing is highly recommended for members of the College Honors Program, but is not required. Students may substitute any two of the following Honors housing is also open to a limited number Honors electives for ARH/POL 151H and HIS 117FH: of students outside the Honors Program who MAT 131H are interested in being part of a friendly, relaxed, MAT 132H supportive, and intellectually stimulating living ENG/SOC 225H learning community. PHY 201H PHY 202H Honors Suite Any 200-300 Level Course in the Foundations An Honors Suite is available in Kennedy 107 and Program 108 for members of the Honors community. This space is available for study, consultation, and conver- Sophomore Year: HON 100: Life Stories (CSL) sation by all Honors Students. Receptions between Junior Year: HON 300: Junior Research faculty, students, and campus speakers and performers Seminar will be scheduled in the Honors Suite periodically Senior Year: HON 444: Honors Capstone throughout the semester. The space contains a reading Thesis room and lounge, computer facilities, meeting space, and advisory offices. Honors Program Certificate Requirements To earn an “Honors Program Certificate” a student Recognition must complete the seven courses described above as Honors Capstone Projects are bound and archived in part of the Honors Program. Students are required the d’Alzon Library. Recipients of Summer Fellowships to maintain a minimum GPA in those courses of 3.25 are recognized campus-wide. Graduates of the Honors and a minimum cumulative GPA of 3.25. In addition, Program receive a certificate at commencement, are

43768_09_Interdisciplinary.indd 102 7/19/13 2:29 PM 43768_09_Interdisciplinary.indd 103 students toHonors-levelreading, writing,anddiscussion. how wecanbuildmeaningfullives. Thiscourseintroduces connections betweenwhatwebelieve andwhatwedo, prompts contemplationofhow wemakechoices,the choices shapeanddefinetheir lives.Studyinglifestories individuals face,thechoicesthey make,andhowthose reflection andaction.Courseworkfocusesonthechallenges and biographiestostudytherelationshipbetween experience acrosstimeandplace.Itusespersonalnarratives This course explores the interconnectedness ofhuman HON 100 Lazar/Wheatland/ requirement inHistoryandHumanities. of primaryandsecondarysources.TheyfulfilltheCore war. Bothsemestersofthecourseemphasizewrittenanalysis the roleofideologyasanagentpolitics,revolutionand, science, the courseandimplicationsofindustrialization, and the modernstate,riseofscientificinquiryand pre-modern eras.Thesecondsemesterstudiestheriseof and myriadpolitical,religious,socialconflictsofthe and thought,theslowevolutionofnationalidentities, the riseofChristianity, theemergenceofmedievalculture first semestercoverstheagesofclassicalGreeceandRome, ancient times through to our contemporary world. The experiences thathaveshapedtheWestern World from This two-semestercourseexploreshumanideasand HIS 116H-HIS117H Vaughan/TBA / Gearhart/Geddert credits inArt.(Fall,Spring) Students earnthreecreditsinPoliticalScienceand and analysis of slides the major artistic accomplishments. principles ineachhistoricalperiod,aswelltheviewing interpretation oftextsaboutthemajorpoliticalandartistic the UnitedStates.Bothsemesters emphasize thereadingand studies ModernEuropethrough20 Greece throughtheRenaissance.Thesecondsemester Western Civilization.ThefirstsemesterstudiesAncient the worldsofpoliticsandartintensuccessiveperiods and art. The twosemesters concentrate on thestudy of This isatwo-semesterinterdisciplinarycourseinpolitics H 150-151 POL ARH 150-151H descriptions have Honorsdenotedontheirofficialtranscript. marked assuchintheCommencementProgram,and COURSE LIFE STORIES (CSL) Three creditseachsemester POLITICS I&II FOUNDATIONS: ART AND Three creditseachsemester WESTERN CIVILIZATION I&II FOUNDATIONS: HISTORY OF th -Century Europeand

supervision of a faculty mentor. (The project was proposed independent researchthesisorcreativeprojectunderthe In theHonorsCapstone,eachstudentwillproducean HON 444 Ramsey/Flynn/Leone/ in HonorsProgram.(Fall,Spring) Prerequisites: ART/POL 150andHON100Membership and faculty mentors during the finalweeks ofthesemester. complete projectproposalstoanaudienceoftheirpeers for completionoftheproject.Studentswilldefendtheir annotated bibliographyofrelevantsources,andatimeline brief abstract,asubstantialdescriptionoftheproject,an Honors Capstonethesis.Eachstudentwillpreparea faculty mentoranddevelopaprojecttopicfortheir The Honors Seminar will help students identify a HON 300 Lang/ Counts intheCoreasHumanities.(Fall) component. Prerequisite:MembershipinHonorsProgram. The courseincludesacommunityservicelearning deliberate reflectionofapolitical community. texts thatmustcontinuetobe interpretedthroughthe and philosophicaltextsthat reflect ethicaljudgments, these notmerelyastechnical worksbutaspolitical States, and Mayflower Compact,theConstitution oftheUnited on Law philosophical textslikethe of Law, students become familiar with political and Constitutional Law, Logic, and the Philosophy In courseworkbaseduponTheAmericanFounding, Immanuel KanttoJamesMadisonandJohnMarshall. thinkers rangingfromAristotle,St.ThomasAquinas,and engages constitutionalism,ethics,andthelawthrough Political ScienceandPhilosophyDepartments,LEX and philosophicaltraditions.Jointlysponsoredbythe tutional orderanditsrootsintheWestern political (LEX) helpsstudentsappreciatethenation’s consti The minorinLaw, Ethics, andConstitutional Studies STUDIES MINOR(LEX) LAW, ETHICS,ANDCONSTITUTIONAL 767-733, [email protected]. For further information contact: Prof. Rachel Ramsey, 508 Staff/ Program. (Fall,Spring) Prerequisites:HON 300andMembershipinHonors mentor andcompletedbytheendofspringsemester. of thecapstoneworkwillbeorganizedbyfaculty project throughoutthesemester. Asummaryanddefense and guidance,butprimarilywillworkindependentlyonthe meet onaweeklybasiswiththeirfaculty mentor foradvice and approvedduringtheHonorsSeminar.) Studentswill Three credits Three credits , aswelllandmarklegaldocumentslikethe HONORS CAPSTONE HONORS SEMINAR Marbury v. Madison Three credits Federalist Papers . Students will approach . Studentswillapproach and The Treatise - 7/19/13 2:29 PM INTERDISCIPLINARY PROGRAMS 103 104 INTERDISCIPLINARY PROGRAMS

The reasoning, rhetorical, and writing capacities Other courses in political science and philosophy students develop in the Law, Ethics, and Constitutional may count as electives in the minor, depending upon Studies minor are ideally suited to graduate school, approval of the Law, Ethics, and Constitutional Studies law school, and employment in a variety of fields, Director. such as government, teaching, journalism, law, and business. Not a pre-professional program, LEX helps For further information, contact the LEX Director students, whatever their future careers, to develop into Prof. Greg Weiner at 508-767-7564 or by e-mail at citizens ready to take their place in the philosophical [email protected]. and constitutional tradition of America and the West. Drawing on the unique strengths of Assumption College as a Catholic liberal arts institution, the LEX MEDIEVAL AND EARLY MODERN Minor in Law, Ethics, and Constitutional Studies is STUDIES MINOR designed for those who want to acquire the liberal arts The Minor in Medieval and Early Modern Studies skills essential to professional and personal excellence, (MEMS) offers students the opportunity to explore the as well as to all those who aspire to thoughtful richness and diversity of Medieval and Early Modern citizenship. culture within a coherent inter-disciplinary structure. Because pre-modern societies have so much to teach The Law, Ethics, and Constitutional Studies Minor the modern world, students can combine history, consists of seven courses: four specified courses, two literature, languages, the arts, philosophy, politics, and courses selected from Electives List A, and one course religion along with a range of interpretive strategies selected from Electives List B. and methodologies. Students expand on their area of specialization within their primary discipline (their Required Courses: (4) major) by incorporating perspectives from other PHI 199 Logic disciplines that deepen and broaden their understanding PHI 314 Philosophy of Law of Medieval and Early Modern civilizations. Given that POL 312 The American Founding the mission of Assumption College is “grounded in the POL 316 Constitutional Law liberal arts,” and “enlivened by the Catholic affirmation of the harmony of faith and reason,” it is fitting that Electives List A: (2) the periods which first conceived of the liberal arts and PHI 318 Individual and Community first affirmed the harmony of faith and reason should PHI 321 Biomedical Ethics be studied in a more integrative fashion. Similarly, an PHI 322 Advanced Topics in Ethics inter-disciplinary approach is most suited for the study POL 311 American Political Thought of an age which contributed the concept of the “Uomo POL 315 The Judiciary Universale,” the “Renaissance Man or Woman,” who POL 318 Problems in Civil Liberties combines expertise in many fields of human expression. POL 345 Political Mass Murder The MEMS minor is especially recommended to POL 373 International Law complement participation in the Rome Program, or POL 376 Terrorism in the Modern World a study abroad program in Europe or Latin America. POL 377 Politics of Just Wars Furthermore, students graduating with a Medieval and Early Modern Studies Minor will also find their Electives List B: (1) applications for graduate study to be more competitive BUS 215 Business Law I in many fields of study in the humanities. Students ECO 230 Law and Economics considering pursuing Medieval or Early Modern ENG 201 Argument and Persuasion Studies as a specialty in graduate school are strongly ENG 211 Speech encouraged to obtain proficiency in one or more HIS 202 Ancient Rome, 509 B.C. - A.D. foreign languages, especially Latin, and may wish to 565 take part in regional and national conferences relating HIS 259 Revolutionary America to Medieval and Early Modern Studies. HIS 267 United States Foreign Relations Beyond the intrinsic value and enrichment that Since 1776 undergraduates can gain from such course material, LAT 101-202 Latin I-IV students will gain in instrumental ways from the PHI 202 Ethics MEMS minor at Assumption College. POL 110 Political Issues: The Quest for Besides increasing their appreciation and Justice understanding from travel and study abroad, students POL 201 American Government who combine their interest in MEMS with their SOC 242 Criminology primary discipline will be able to take part in the THE 343 Social Teachings of the Church annual national undergraduate conference in Medieval

43768_09_Interdisciplinary.indd 104 7/19/13 2:29 PM 43768_09_Interdisciplinary.indd 105 English Art andArchitecturalHistory are alsoincluded. designated with an ‘R’ following the course number), the followingcoursesonRomeCampus(usually discipline cancountintheMEMSminor. Versions of list, althoughnomorethanthreecoursesfromanyone two separate disciplines chosen from the following The remaining five courses must come from at least Gateway Courses(atleastoneofthefollowing): an upper-level historycourse,fromthefollowinglist: Students mustcompleteatotalofsixcourses,including Requirements (6courses total) Religious Studies,etc.). Studies, Philosophy, PoliticalScience,Theology/ Music, English,History, Languages,LatinAmerican programs inalltherelateddisciplines(includingArt, related toMEMSarefoundinthefinestgraduate graduate specializationinMEMS.Specializations to graduateschool,whetherornottheypursuea minor asanaddeddistinctionfortheirapplications Belgium). investigation ofamedievalcastleoutsideLouvain, tional studyopportunities(forinstance,anon-going for selectionarchaeologicaldigsandotherinterna affiliation canalsoincreasestudents’competitiveness Armory andtheWorcester ArtMuseum.MEMS a regularbasisatlocalinstitutionsliketheHiggins and similaropportunitiesthatbecomeavailableon particularly well-suitedcandidatesforinternships conferences. Bethlehem, PA eachDecember, among other and EarlyModernStudiesinMoravianCollege ENG 221 218 ENG ENG 221 ENG 218 ART 350 ART 224 ART 223 ART 222 HIS 232 HIS 231 HIS 230 HIS 209 HIS 208 Further, students will benefit from their MEMS Students earningaMEMSminormayalsobe to 1800) British LiteratureSurvey(beginnings Film and Literature (when appropriate) to 1800) British LiteratureSurvey(beginnings appropriate) Film andLiterature(when appropriate) Special Topics inArtHistory(when Baroque Art Renaissance ArtandArchitecture Medieval ArtandArchitecture Baroque Europe European Reformations Renaissance Europe Late MedievalEurope Early MedievalEurope -

Latin AmericanStudies History Foundations Program ENG 359 ENG 352 ENG 351 ENG 350 ENG 349 ENG 343 ENG 342 ENG 339 ENG 333 ENG 332 ENG 331 ENG 330 329 ENG ENG 328 ENG 327 ENG 325 ENG 320 ENG 253 LAS 400 LAS 395 LAS 200 AAS 350 HIS 393W HIS 391 HIS 389 HIS 293 HIS 290 HIS 280 HIS 258 HIS 250 HIS 241 HIS 237 HIS 232 HIS 231 HIS 230 HIS 209 HIS 208 HIS 203 FND 310 FND 300 ENG 411

Literature Special Topics in18thCentury 18th CenturyEnglishNovel Comic Drama Restoration and18thCentury 18th CenturyEnglishLiterature Century Literature Special Topics inSeventeenth Milton Donne andhisContemporaries Literature Special Topics inRenaissance Shakespeare’s HistoryPlays Shakespeare’s Tragedies Shakespeare’s Comedies Renaissance Literature Special Topics in Medieval Literature Medieval andRenaissanceTales English Drama900-1642 Chaucer Medieval Literature Arthurian Literature (when appropriate) Latin AmericanStudiesSeminar Special Topics (whenappropriate) Studies (whenappropriate) Introduction toLatinAmerican appropriate) American AntiquarianSociety(when American StudiesSeminaratthe Seminar (whenappropriate) Pro-Seminar (whenappropriate) Special Topics (whenappropriate) East inTransition From JesustoMuhammad:TheNear The IslamicMiddleEastI(to1800) Asia to1800 Colonial America Colonial LatinAmericanHistory Russia: Pre-RevolutionaryPeriod Women andMysticism Baroque Europe European Reformations Renaissance Europe Late MedievalEurope Early MedievalEurope Byzantine Empire appropriate) Special Topics withTravel (when Special Topics (whenappropriate) Seminar (whenappropriate) 7/19/13 2:29 PM INTERDISCIPLINARY PROGRAMS 105 106 INTERDISCIPLINARY PROGRAMS

Modern and Classical Languages Students are encouraged, but not required, to mix CLT 225 Dante’s Comedy their primary (major) discipline with their MEMS CLT 234 Cervantes’ Don Quixote minor, although not more than three courses can be FRE 251 Main Currents in French Literature I double-counted or combined with any other major or FRE 332 Molière, Racine, and Corneille: minor. Because no more than three courses can come Masterpieces of French Theatre from any one discipline, therefore, a minimum of two SPA 251 Main Currents in Spanish Literature I disciplines is also required. Students are also able to SPA 253 Main Currents in Spanish American include up to two courses from another institution as Literature I a transfer student or during a Study Abroad program, SPA 310 Spanish Culture and Civilization I subject to the approval of the chair of the relevant SPA 312 Spanish American Culture and department at Assumption. Similarly, each respective Civilization I department chair determines which special topics SPA 320 Medieval Spanish Literature or other courses outside the above listing have a SPA 331 Spanish Drama of the Golden Age predominant focus on Medieval and Early Modern SPA 333 Spanish Mysticism issues, thereby meriting inclusion in the minor. SPA 334 Cervantes: El Quijote While there are no specific pre-requisites for the SPA 336 Spanish Picaresque MEMS minor, students should be aware that many Also Special Topics Courses in Languages (when upper-level courses in many disciplines may require appropriate) a 100-level introductory course or courses prior to enrollment in the upper-level course. Generally, only Music History upper-level courses focusing on the Medieval or Early MUS 122 History of Music I [Medieval and Modern periods within each discipline qualify for the Renaissance Music] MEMS minor. MUS 221 Music of the Middle Ages and For further information, contact Dr. Lance Lazar, Renaissance Director of the Medieval and Early Modern Studies MUS 223 Bach to Beethoven Minor, 508-767-7054; email: [email protected]. MUS 229 Music and Worship MUS 231 History of Opera MUS 234 Music of France (when appropriate) PEACE AND CONFLICT STUDIES MINOR MUS 400 Special Topics in Music (when The field of peace and conflict resolution studies appropriate) has been in existence for almost forty years. During the years since September 11, however interest in Philosophy the discipline of peace studies has grown substan- PHI 355 Augustine and Aquinas tially across the country. Assumption’s commitment PHI 357 Crossroads: Islamic, Jewish, and to peace studies is rooted in its mission as a Catholic Christian Philosophy college, which “strives to form graduates known PHI 359 Special Topics (when appropriate) for critical intelligence, thoughtful citizenship, and PHI 360 Early Modern Philosophy compassionate service.” Peace studies at Assumption PHI 390 Special Topics in the History of College dates back over two decades, spearheaded Philosophy (when appropriate) by the work of emeritus professor Michael True, an internationally acknowledged scholar in this field. Political Science Building upon this early tradition, the Minor in Peace POL 352 Early Modern Political Philosophy and Conflict Studies (PCS) at Assumption, initiated POL 354 Classical Utopias (when appropriate) in Fall 2007, draws upon multiple disciplines to POL 359 Medieval Political Philosophy investigate the causes of war and violence and the POL 377 The Politics of Just Wars (when factors that inhibit or promote peace in a variety of appropriate) areas: the family, the community, the nation, between POL 381 Shakespeare’s Politics nations. It includes study of armed conflict between POL 399 Special Topics (when appropriate) states, of struggles to achieve human rights and justice, of economic factors that enhance peace, and Sociology and Anthropology of environmental initiatives that enhance not only ANT 132 Intro to Archaeology (when appropriate) peace on earth but peace with the earth. Students ANT 232 Historical Archaeology (when who minor in PCS will test models of peacebuilding, appropriate) negotiation, diplomacy, conflict resolution, transfor- Theology mation, and reconciliation. The Minor in Peace and THE 352 Medieval Christian Writers Conflict Studies explores the causes, justifications, THE 391 Special Topics (when appropriate) practices, and consequences of conflicts as a context

43768_09_Interdisciplinary.indd 106 7/19/13 2:29 PM 43768_09_Interdisciplinary.indd 107 ENG/HIS/ list, solongasthreeseparatedepartmentsareselected. Students maychoosefourcoursesfromthefollowing Electives as thehistoricalcontextofwar. teachings andcasestudiesof particularconflictsaswell classic textsonpeace,includingCatholicsocial and conflictresolution/transformation.Itexamines conditions ofpeace,includingnonviolentdirectaction consequences ofwarandsocialviolencethe is aninterdisciplinarycourseonthecausesand to Peace Studies, normally taught once a year, PCS/ENG/HIS/HRS/THE/PHI265: Introduction Introductory Course study, orapeaceandconflictstudiesinternship. course inpeaceandconflictstudies,adirectedindividual may befulfilledinavarietyofways:eitherspecialtopics Finally, theMinorrequires acapstoneexperiencethat at leastthreedepartmentsinselectingtheseelectives. Sociology andTheology. Studentsmustchoosefrom Services andRehabilitationStudies,Philosophy, Politics, Studies, Geography, Global Studies, History, Human departments of Economics, English, Environmental electives drawnfromalistofspecifiedcoursesthe THE/PHI 265)IntroductiontoPeaceStudiesandfour includes theintroductorycourse(PCS/ENG/HIS/HRS/ The Minorrequiresaminimumofsix(6)courses:This Requirements courses ofaction. for consideringstrategiespeaceful,non-violent HIS 268 HIS 267 HIS 243 HIS 210 GEO 108 ENV 120 ENG 387 ENG 379 ENG 279 ENG/SOC 225 SOC/PSY 285 ECO 235 ECO/GEO 120 ANT/SOC 236 ANT 225

The ColdWar 1776 U.S. ForeignRelationsSince Life Totalitarianism andEveryday the 20thCentury Diplomatic HistoryofEuropein World PopulationIssues England Environmental HistoryofNew Literature Survey ofAfricanAmerican Post-Colonial Literature Peace BuildinginLiterature ­Responsibility Literature ofSocial Women’s Studies:Images Environmental Economics Introduction toGlobalStudies Community Social JusticeinaGlobal Cultural Perspective Women andMeninaCross- SOC 242 Criminology PSY PSY 220 210 Interpersonal Social Communication Psychology 508-7425; email:[email protected]. Director ofPeaceandConflict StudiesMinor, For furtherinformation,contact Dr. AnnMurphy, research paper. On an appropriate topic, leading to a substantial PCS 402:DirectedIndividualStudy OR appropriateness ofthesiteandworkinvolved. with theorganizationandstudenttodetermine peace andnonviolence.Facultysponsorswillwork rape crisiscenter, orotherorganizationsinvolvedin Community, theCatholicWorker, alocalprison, Pax ChristiU.S.A.,International,Agape International, Greenpeace,UnitedforaFairEconomy, Nonviolent Solutions,HumanRightsWatch, Amnesty Samples ofpossibleinternshipsites:theCenterfor PCS 401:PeaceandConflictStudiesInternship OR Conflict Studies PCS 400:SpecialTopics inPeaceand studies internship,oradirectedindividualstudy. course inpeaceandconflictstudies,a This maybefilledinavarietyofways:specialtopics Capstone Requirement HRS 200 SOC 224 SOC 232 SOC 216 SOC 206 SOC 122 POL 375 POL 354 POL 345 POL 377 POL 207 POL 203 PHI 320 PHI 318 PHI 202 HIS 396 WMS 385 THE 343 HRS 422 and Rehabilitation Relations Community Church Addictions: Etiology, Treatment, Gender IssuesinSociety Social InequalityinSociety Racial andEthnicRelations The SociologyofUrbanLife Social Problems The StudyofInternational Classic Utopias Political MassMurder The PoliticsofJustWars Peace andWar Modern States Business Ethics The Individualandthe Ethics War andAmericanSociety Women oftheWorld The SocialTeachings ofthe Community BasedCorrections 7/19/13 2:29 PM INTERDISCIPLINARY PROGRAMS 107 108 INTERDISCIPLINARY PROGRAMS

WOMEN’S STUDIES MINOR PSY 217 Psychology of Women Until recently, scholars in most academic disciplines PSY 220 Interpersonal Communication considered the experiences of women to be peripheral. PSY 310 Stereotypes and Prejudice During the late 1960s, however, many researchers SOC 122 Social Problems turned their attention to the study of women, SOC 223 Family in Society attempting to correct what they viewed as distortions SOC 295 Masculinities in scholarship. They discovered that the study of SPA 316 Emerging Modernities women opens new perspectives from which to view SPA 370 Women Writers in social reality. ­Contemporary Spain At Assumption College, the Women’s Studies WMS 385 Women of the World program began with a grant from the National Endowment for the Humanities. This grant brought Field-based courses in Psychology, Sociology, and together professors from four disciplines to design an Human Services and other disciplines count for the introductory interdisciplinary course entitled CLT/ Women’s Studies minor if the field placement focuses HIS/PSY/SOC/WMS 285: Women’s Studies I: Images. on women and/or girls. An Independent Study with In 1993, a minor in Women’s Studies was approved. a focus on women and/or issues of significance to The minor program requires students to take the women may also count for the minor, as do courses introductory course along with five other courses, with a focus on women offered in Continuing and three of which must be taken beyond the student’s Career Education, through the Worcester Consortium, major requirements as specified in Assumption’s policy or in Study Abroad. on the “double counting” of courses. A new course, CLT/HIS/PSY/SOC/WMS 385: Women of the World, For further information, contact the Women’s Studies was recently added by Women’s Studies to expand the Director Prof. Dona Kercher 508-767-7305, or by scope of our program by including the experiences e-mail at [email protected]. and challenges of women world-wide. Students may also pursue internships focused on women’s issues in a variety of placements including within educational or COURSE social service agencies. This minor is important for all students, but especially for those who intend to work in areas of policy making, urban planning, business, descriptions social service and counseling, or the law. Students interested in Women’s Studies have the option of constructing a special major within the discipline with CLT 285/ENG 285/ the approval of the Dean of Undergraduate Studies. HIS 285/ In addition to the introductory Images course, PSY 285/ students select from an array of courses approved as SOC 285/WMS 285 WOMEN’S STUDIES I: IMAGES Women’s Studies electives. These courses change from This team-taught course is an introduction to the study of semester to semester, but often include many of the women. The course develops a coherent, integrated view following: of women and their roles; emphasizes the full range of ANT 131 Cultural Anthropology contributions of and the limited opportunities for women; CLT 210 Classical Mythology examines and appraises the experiences of women; and EDU 201 Schools and Society critically examines the thinking about women at various ENG 219 Introduction to Media Analysis times and from various perspectives. The basic approach is ENG 263 Children’s Literature interdisciplinary and the concentration of the course is on ENG/PHI 265 Introduction to Peace Studies women in the United States from the 19th century to the ENG 281 Women in Literature present. This course, if taken with either the prefix PSY ENG 387 Survey of Afro-American or SOC,satisfies one Social Science Core requirement. In Literature addition, the course can serve as an elective in the major GEO/SOC 108 World Population Issues or minor programs in Psychology, Sociology, or History. In HIS 213 Women and the American Modern and Classical Languages, CLT 285 may count for Experience the one course that French or Spanish majors may take from HIS 259 Revolutionary America the Modern and Classical Languages offerings in English. HRS 420 Family Aspects of Disability This course, if taken with the CLT or ENG prefix, satisfies HRS 421 Loss and Bereavement the second literature Core requirement. MGT 301 Environments of Business Choquette, Farough, Gazin-Schwartz, Kercher, Keyes, MGT 311 Diversity in the Work Force Leone, Meyer, Loustaunau, Parmley/Three credits

43768_09_Interdisciplinary.indd 108 7/19/13 2:29 PM 43768_09_Interdisciplinary.indd 109 their storieswealsolearnsomethingabouttheworldthey the poor;courageousandmeek;inlearning encounter thepowerfulandpowerless;rich needed tofullyunderstandtheselives.Inthiscoursewe the historical,social,political,andeconomicbackground United Statesarepresentedalongwithreadingsthatprovide In theclassaccountsofwomen’s livesinregionsoutsidethe globalization byexaminingitthroughtheprismofgender. the contemporary period and to study the consequences of character andqualityofwomen’s livesacrossculturesin This team-taughtcoursehelpsstudentslearnaboutthe CLT/HIS/PSY/SOC/WMS385 WOMEN OF THEWORLD WOMEN Rao/ Gazin-Schwartz, Kercher, Kisatsky, Perschbacher, a secondliterature. the CLT prefix,satisfiesthehumanitiesCorerequirementas and Rehabilitation Studies major. This course, if taken with Cultural PerspectivesrequirementintheHumanServices Psychology, orSociology. Italsocanbechosentofulfillthe the majorandminorprogramsinAnthropology, History, the modernworld.Thiscoursequalifiesasanelectivein struggles thatuniteanddividepeopleacrossculturesin encing thisworldofwomen,welearnaboutthehuman inhabit andthatwealongwiththem.Inexperi Three credits

- 7/19/13 2:29 PM INTERDISCIPLINARY PROGRAMS 109 110 LATIN AMERICAN STUDIES

INTERDISCIPLINARY MAJOR IN LATIN encouraged to pursue language study beyond the AMERICAN STUDIES required level V. The major includes foundation Faculty: Mark Christensen (History), Peter Clemente courses in History and Literature. These survey (Music), Steve Farough (Sociology), Amy Gazin- courses provide the connections to other courses. The Schwartz (Anthropology), Juan Carlos Grijalva listing of other Latin America-related courses will give (Spanish), Arlene Guerrero-Watanabe (Spanish), students flexibility to pursue specific interests and in Kevin L. Hickey (Geography), Dona M. Kercher many instances to combine the major with another (Spanish), Fr. Donat R. Lamothe, A.A. (Music), Cary major or minor. Electives offer a broader scope of LeBlanc (Business Studies), Maryanne Leone (Spanish), study which will help students explore a specific aspect Christopher Dylan McGee (Economics), Catherine or issue related to Latin America. Pastille (Business Studies), Susan Pershbacher Students are expected to participate in (Sociology). Program Director: Esteban Loustaunau co-curricular activities, which may include films, (Spanish). lectures, field trips, art exhibitions, concerts, and other academic or cultural events. MISSION STATEMENT The major in Latin American Studies is designed to Required Courses (10) respond to the increasing interest in the societies The Major in Latin American Studies consists of the region and to the need to understand the of 10 courses which include a minimum of three complexity of their history, political and economic 300–400 level courses and a maximum of three in systems, social structures, and literary and artistic any single discipline selected from C and D. They are expression. The history of the Latin American nations divided into five areas: and the development of their distinctive identities, the 1. LAS 200 Introduction to Latin American Studies struggle for independence, and the establishment of 2. Language: One course at level SPA 120 Spanish V: modern democracies offer a challenging range of areas Conversational Spanish and Grammar Review (or to explore. The presence of Latin America within the SPA 110 Spanish IV/V), or above. United States in the Latino communities gives another 3. Two courses, one course in each discipline, from the dimension to the study. following: Through a program that focuses on this significant HIS 250 Colonial Latin American History region of the world, students will have the opportunity HIS 251 Modern Latin American History to increase familiarity with the dynamics of other SPA 253 Main Currents of Spanish-American societies while strengthening their awareness of Literature I cultural diversity. The program provides a compre- SPA 254 Main Currents of Spanish-American hensive course of study. Since no single discipline Literature II affords full study of any area, the interdisciplinary 4. Five courses selected from: approach will give coherence to the major, fostering CLT 256 Latino Voices scholarship. The goal is to provide students with GEO 222 Regional Geography of South methodologies and modes of inquiry derived from America different academic disciplines. This major draws HIS 250 Colonial Latin American History upon courses from the departments of Modern and HIS 251 Modern Latin American History Classical Languages and Cultures, History, Economics HIS 389 Special Topics in History (when and Global Studies, Political Science, Sociology and topic is on Latin America) Anthropology, and Art and Music. HIS 392 History Colloquium (when topic is The major in Latin American Studies prepares on Latin America) students for graduate work or employment in fields HIS 393 Seminar (when topic is on Latin such as government, business, industry, media, law, America) and community services. The major is also excellent LAS 390 Internship preparation for a teaching career. Students interested LAS 395 Special Topics in pursuing this major must discuss their intention LAS 399 Independent Study early in their sophomore year in order to plan their MGT 301 Environments of Business program and have access to a wider range of course MGT 311 Diversity in the Workplace selections, since most of the courses are offered within MUS 125 World Music departmental cycles. Students may also select courses MUS 236 Latin American Music from the listing of the Worcester Consortium, with SOC 216 Racial and Ethnic Relations previous approval by the director of the program. SPA 125 Business Spanish I The study of Spanish is vital to any training in SPA 126 Business Spanish II Latin American studies. Language courses, therefore, SPA 140 Introduction to Literature-Spanish are an integral part of the major. Students are strongly SPA 220 Spanish Composition

43768_09a_Latin.indd 110 7/19/13 2:29 PM 43768_09a_Latin.indd 111 Mexico, and Central America. Students may also consider Mexico, andCentralAmerica.Studentsmayalsoconsider programs withsitesinArgentina,Chile,CostaRica,Cuba, from avarietyofAssumption-approvedstudyabroad as anintegralpartoftheireducation.Theymayselect an immersionexperienceinaLatinAmericancountry Students inthemajorarestronglyadvisedtoundertake STUDY ABROAD double major. Studentsareencouragedtoconsidertheseoptions. courses fulfillCorerequirements,thusallowingforaminoror Note: Becauseoftheinterdisciplinarynaturethismajor, several 5. LAS400LatinAmericanStudiesSeminar Latin America,andwiththeapprovalofdirector: courses ifthecoursehasasubstantivecomponenton Students maychooseanelectivefromthefollowing LIN 221 GEO 251 ECO 354 ECO 353 ECO 252 ANT 225 ANT 131 236 SOC SPA 400 SPA 396 SPA 387 SPA 386 SPA 385 SPA 384 SPA 380 SPA 318 SPA 313 SPA 312 SPA 256 SPA 254 SPA 253 Literature I Sociolinguistics Economic Geography International Finance International Trade Economic Development Perspective Women andMeninCross-Cultural Cultural Anthropology Social JusticeinaGlobalCommunity Latin America) Special Topics (whentopicison Writers Spanish American/LatinaWomen Modernismo Latin AmericanCinema Spanish-American ShortFiction of theFantastic Magical RealismandtheLiterature Latin AmericanChronicles Mexico Rebellion andReinventionin Civilization II Spanish-American Cultureand I ­Civilization Spanish-America Cultureand America Colonial EncountersinSpanish- Literature II Main CurrentsofSpanish-American Main CurrentsofSpanish-American Required Courses (6) Studies withsixone-semestercourses(18credits). A student may complete the Minor in Latin American MINOR INLATIN AMERICANSTUDIES or Theology. Sociology andAnthropology, ForeignLanguages,History, to plan internshipsinconjunction with the departments of Puerto Rico Missions, may offer students the opportunity the Dean of Studies. The Cuba, Mexico, Nicaragua, and internships inastudyabroadsettingwiththeapprovalof director oftheprogram. The minormustbeplannedinconsultationwiththe • • • • A minimumofthreecoursesdealingwithLatin LAS 200IntroductiontoLatinAmericanStudies Spanish atthelevelofSPA 104orhigher, The remainingcoursemaybechosenfromthe (SPA 312 or313) 380, 381,384,385,387,396,or400) History (HIS250,251,256,389,392,393) Geography (GEO222) Comparative Literature(CL256) Business (MGT301,311) American issuesselectedfromvariousdisciplines: 140, 220) acceptable forthemajor(SPA 104,120,125,126, SOC 236 SOC SOC 216 LIN 221 GEO 251 ECO 354 ECO 353 ECO 252 ANT 225 ANT 131 with LatinAmerica: following whenthecoursedealssubstantively Latin AmericanStudiesSeminar(LAS400) Latin AmericanStudiesInternship(LAS390) Latin AmericanCinema(SPA 386) Spanish-American CultureandCivilization Spanish-American Literature(SPA 253,254,256, Art andMusic(MUS125,236) Latin AmericanStudies(LAS390,395,399) Social JusticeinaGlobalCommunity Racial andEthnicRelations Sociolinguistics Economic Geography International Finance International Trade Economic Development Perspective Women andMeninCross-Cultural Cultural Anthropology 7/19/13 2:29 PM LATIN AMERICAN STUDIES 111 112 LATIN AMERICAN STUDIES

ECO 252 ECONOMIC DEVELOPMENT COURSE Using problems encountered by less developed countries, theories of development are presented. The course addresses problems of capital accumulation, resources and population descriptions issues, strategies for agricultural and industrial development, government’s role, and relationships between developing ANT 131 CULTURAL ANTHROPOLOGY and developed economies. Latin American Studies majors Introduction to the basic concepts and findings of contem- will focus their case work and writing on Latin American porary socio-cultural anthropology. An understanding economic issues. of diverse human lifestyles around the world will be Staff/Three credits approached by examining and comparing the culture and social organization of several societies. Content will vary ECO 353 INTERNATIONAL TRADE from year to year. This course counts as a social science in An examination of the theory of international trade and the Core Curriculum requirements. policies followed by governments with respect to trade of Staff/Three credits goods and services among countries. Theory examines the gains from trade under classical and modern assumptions, ANT 225 WOMEN AND MEN IN CROSS-CULTURAL and the impact of various measures used by governments to PERSPECTIVE either restrict or promote trade. Policy analysis focuses on An analysis of the development, perpetuation, and impact of U.S. trade policies and the role of the World Trade Organi- the cultural definition of disparate social roles of women and zation. Current topics include trade and the environment, men. The course takes the comparative view of the gender NAFTA, U.S.-China trade, and others as appropriate. roles in different types of 20th-century societies: hunter- Prerequisites: ECO 110 and Junior/Senior standing. gatherers, horticulturists, pastoralists, agriculturalist, and Kantarelis, McGee/Three credits industrialists. Emphasis is placed on societies of developing countries. Topics included are varying definitions of gender ECO 354 INTERNATIONAL FINANCE roles; varieties of family structure; the interrelationship of sex, This course covers open economy macroeconomics. race, and class; the impact of colonialism; and sociobiology. Topics include: balance or payments accounting, exchange Staff/Three credits rate determination, monetary and fiscal policy, and macroeconomic modeling. After examining standard theories ANT 235 ETHNOGRAPHY OF LATIN AMERICA and models, the course will explore case studies from This course provides an overview of some of the varieties of recent history in numerous countries. The case studies will indigenous and mestizo cultures of Latin America through focus on: debt and balance of payments crises, speculative comparative analysis of several anthropological case studies. currency attacks, European monetary union, International Topics covered will be differences and similarities among Monetary Fund policy, and the value of the U.S. dollar. various subcultural groups in social, economic, political and Students will engage in research projects. Prerequisites: ECO religious institutions; and interaction among the groups. 110–111 and Junior/Senior standing. Attention will be paid to the differential impact of development. Kantarelis, McGee/Three credits Staff/Three credits GEO 222 REGIONAL GEOGRAPHY OF SOUTH CLT 256 LATINO VOICES AMERICA The course explores the themes of cultural and national Although many place names are important, the actual identity in major novels, collections of short stories, television study of Regional Geography does not emphasize the rote programs, film, and non-fiction created by Latino writers knowledge of all rivers, mountains, and cities. The overall of the United States. The class will attempt to answer the concept of the region, its development, its relationship to following questions: What are the characteristics of the Latino the stability of the entire continent, and its potential are text? Does the fact that a writer or director heralds from the most important elements on which to focus. There are Hispanic descent necessarily render her or his fictional product place names to know but only in the context of why they a Latino text? Is there really one, sole Latino community are important to their country or to the region. Thus, the represented in the texts, or rather, do we encounter a plurality conceptualization of how places are located in space is of definitions of community? How does each writer and important, but more important is the understanding of those director use language(s)? Why are most of these texts written places’ roles in industry, resources, politics, agriculture, and or performed primarily in English? Why do they narrate economics. Emphasis is on country by country review of the experiences of young adolescents who emigrate to the natural resources, industry, physical structure, economic United States? How has the existing body of critical studies viability, its role in South America, and its potential for on these texts affected the production of a Latino canon? development in the new millennium. ­Prerequisite: LTE 140 or equivalent. This course counts as a Hickey/Three credits second literature in the Core Curriculum requirements. Guerrero-Watanabe/Three credits

43768_09a_Latin.indd 112 7/19/13 2:29 PM 43768_09a_Latin.indd 113 will conductindividualresearch projects ondifferentaspects work independentlyandatahigh intellectuallevel.Students whose previousacademicrecord demonstratesanabilityto majors andminors,theSeminar isopenonlytostudents A research-oriented course designed primarily for History HIS 393 Staff/ challenged nationalpoliciesofmodernityanddevelopment. the perspectivesofpoorandwaystheyhave understood, dealt,andrepresentedpoverty. Italso studies present, focusingonthewaysLatinAmericansthemselves in LatinAmericafromthenineteenthcenturyto Latin America.Thiscourseexplorestheoriginsofpoverty to LatinAmericanStudiesmajorswhenthetopicison students tostudyindepthafairlyrestrictedtopic.Open Colloquium bringstogetherasmallnumberofadvanced Designed principallyforHistorymajorsandminors,the HIS 392 Staff/ the topicisinthisarea. The coursefulfillsaLatinAmericanStudieselectivewhen The topicnormallychangeseverytimethecourseisoffered. This coursepermitsthestudyofselectedtopicsinhistory. HIS 389 Christensen/ economic crisis. national development in the 1930s and current political and collapse oftheregion’s traditionalliberal/exportmodelof Latin Americasince1800.Specialemphasisisplacedonthe on thecausesandconsequencesofstructuralinstabilityin Central Americanrepublics.Thethemesofthecoursefocus Mexico, Argentina,Peru,Columbia,andthecountriesof and economicstabilityinLatinAmericannations,suchas examination ofthepresent-daystrugglefordemocracy Mexican Revolutionof1910.Thecourseendswithan Spain, andfollowingthroughtheexplosiveimpactof American history beginning with independence from This courseisintendedasasurveyofModernLatin HIS 251 Christensen/ open tostudentswhohavecompletedHIS256. which madeupthecomplexsocialfabricofcolony. Not between theEuropean,African,andIndigenouspeoples society. Amajorthemeisthenatureofinter-ethnic conflict Latin America;andtheorderinstabilityofcolonial and distributionofpower, land,andlaborinpost-conquest Amerindian civilizations by SpainandPortugal; the structure pre-Columbian societies;conquestandsubordinationof cultures. ThemesincludeanexaminationintoIberianand American society, focusingontheconflictofclash American history. IttracesthehistoricaloriginsofLatin This courseisintendedasasurveyofcolonialLatin HIS 250 Three credits Three credits 1821 HISTORY SEMINAR HISTORY COLLOQUIUM SPECIAL TOPICS INHISTORY MODERN LATIN AMERICAN HISTORY SINCE COLONIAL LATIN AMERICAN HISTORY Three credits Three credits oriented project.Studentsmayopttocollaboratewiththe learning opportunitywhiledevelopinganacademically This internshipprovidesstudentswithanexperiential LAS 390 Loustaunau, Grijalva/ science intheCoreCurriculumrequirements. and literature,art,music.Thiscoursecountsasasocial interactions betweenthisregionandtherestofworld, peoples and those who camelater, pastand present The course focuses on thediversity of cultures, indigenous understanding theculturesandsocietiesofregion. the Caribbean,thiscourseprovidesafoundationfor A comprehensive introduction to Latin America and 200 LAS Staff/ Rights andViolence inLatinAmerica. Catholic ChurchinMexico,andtheYucatan, andHuman Recent seminartopicshaveincludedtheInquisitionand of theseminartopic,whichischosenbyprofessor. Staff/ demonstrated suitablepreparation mayenrollinthiscourse. With permissionoftheprogram director, students whohave discipline at 200-levelorhigherand Senior/Junior standing. Two courseswithLatinAmericancontent inanyrelated to completetheirstudywith this course.Prerequisites: all LatinAmericanStudiesmajors.Minorsareencouraged in LatinAmerica;amongothers.Theseminarisrequiredof Andes: PeruandEcuador;HumanRightsViolence topics include:CreatingaNation:Mexico;Engagingthe according to interest and the professor’s choice. Recent materials frommorethanonediscipline.Thecontentvaries Because ofthisintegratedapproach,thecoursedrawsupon specific areasortopicsfromaninterdisciplinaryperspective. An advancedresearch-orientedcourse,theseminarexamines LAS 400 Staff/ with LatinAmericancontentatlevel200. director isrequired.Prerequisite:aminimumofonecourse ability forindependentwork.Permissionoftheprogram wish todevelopaspecialinterest,andhavedemonstrated Latin America.Available onlytohighlyqualifiedmajorswho This is an individually supervised study of a relevant topic on LAS 399 Staff/ expression. Latin Americanhistory, politics,society, culture,orartistic This course is an in-depth study of a specific topic on 395 LAS Guerrero-Watanabe/ with LatinAmericancontentatlevel200. Latino community. Prerequisite:aminimumofonecourse Latino EducationInstitute,orotheragencieswithinthe Three credits Three credits Three credits Three credits STUDIES INTERNSHIP LATININTRODUCTION TO AMERICAN LATIN AMERICAN STUDIES SEMINAR INDEPENDENT STUDY SPECIAL TOPICS Three credits Three credits 7/19/13 2:29 PM LATIN AMERICAN STUDIES 113 114 LATIN AMERICAN STUDIES

LIN 221 SOCIOLINGUISTICS immigration, increasing diversity in the U.S., affirmative The dynamics of language as a social and cultural action, Ebonics, reverse discrimination, post-September 11th phenomenon. The importance of the various groups speakers forms of discrimination, and unequal access to employment, belong to (social class, ethnic group, sex, age, occupation, housing, and mortgages by race. and geographic area, for example) and what speakers do on Farough/Three credits particular communicative occasions (the interrelations of speaker, addressee, audience, topic, channel, and setting). SOC 236 SOCIAL JUSTICE IN A GLOBAL COMMUNITY Latin American Studies students may select special projects This course connects Assumption College to the Worcester according to their areas of interest. (Fall and Spring) community and to the global community. The content Staff/Three credits challenges students to see social issues in wider context, to see how world-wide phenomena and policies have an MGT 301 THE ENVIRONMENTS OF BUSINESS international impact. Issues the course covers include: global Investigates selected components of the micro-environment economics and inequality, diversity and multi-culturalism, which surrounds any organization, and which have ethnicity and migration patterns, and international social a growing impact on managerial processes and decision- problems such as AIDS, genocide, and slavery. Through making. Specifically examines changing business values, examination of these issues students learn to apply the impact of rapidly changing technology, business sociological theories and concepts. Same as ANT 236. ethics, government-business relations, and rapidly shifting Peschbacher/Three credits. societal expectations. Also explores selected issues such as business responsibility with regard to pollution control, SPA 104 SPANISH IV energy conservation, health and safety of employees, and Integration of all skills. Reading skills using contemporary employment of minorities. Prerequisites: MGT 100 and selections are developed through a process approach. Junior/Senior standing (Fall). Cultural topics present insights into the characteristics of Pastille/Three credits. Hispanic people, art, and literature. Prerequisite: SPA 103 or equivalent. (Fall/Spring). MGT 311 DIVERSITY IN THE WORK FORCE Staff/Three credits. The purpose of this seminar is to explore issues and the challenges of managing an increasingly diverse work force. SPA 120 SPANISH V: CONVERSATIONAL SPANISH The course focuses on preparing students to work and to AND GRAMMAR REVIEW manage in multicultural organizations. Special emphasis is This course helps develop oral language competency placed on topics related to the impact of gender, race, and in Spanish, while increasing vocabulary and reviewing ethnicity, and other differences on interpresonal relations grammatical structures. The main objective is to enable and group behavior within a managerial organizational students to understand lectures in the language, converse on context. Prerequisite: MGT 100 or permission of instructor. everyday topics, read material of average difficulty, and express LeBlanc.Three credits. points of view on current issues with acceptable correctness. Prerequisite: SPA 104 or equivalent. (Fall and Spring). MUS 125 WORLD MUSIC Staff/three credits A survey of musical traditions from around the world, including and examination of the cultures and philosophies SPA 125 BUSINESS SPANISH I that shape them. Topics include instrumentation, form, This course enhances the student’s ability to function texture, rhythm, melody, and performance practice in the effectively in an increasingly important commercial language music of Native Americans, Africa, Central and Southeastern locally, throughout the United States, and abroad. This Europe, India, Indonesia, Japan, and Latin America. This course provides the student with a solid foundation in course satisfies the Core requirement in Art, Music & Spanish in the vocabulary and discourse used when dealing Theater. with legal constitution of different types of companies; Clemente/Three credits. management; banking and acconting; property and equipment; the modern business office and communications; SOC 216 RACIAL AND ETHNIC RELATIONS and human resources. The course will also develop the This course explores how race and ethnicity structure social student’s geographic literacy and cultural understanding of relations and identities in the United States. Students will the Spanish-speaking world, as these are essential to being become familiar with the history of race and ethnicity in able to conduct business successfully in Spansh. Prerequisite: the U.S. and why it continues to be a central aspect of SPA 104 or equivalent. social life. The course will also focus on a variety of debates Kercher/Three credits regarding the persistence of institutionalized racism and white privilege in the post-Civil Rights era. The process of SPA 126 BUSINESS SPANISH II how class, gender, and sexuality structure various racial and This course enhances the student’s ability to function ethnic groups will be explored as well. Current issues on race effectively in an increasingly important commercial language and ethnicity addressed in this class include: racial profiling, locally, in the United States, and abroad. It provides the

43768_09a_Latin.indd 114 7/19/13 2:29 PM 43768_09a_Latin.indd 115 of ModernismwithwhichSpanish-American literature the Spanish-Americannations.Emphasis ontheimportance present withintheculturaland intellectual developmentof A critical study of literary periods from Modernism to the SPA 254 Grijalva/ students whohavecompletedSPA 256. stories, andshortnovels.Prerequisite:SPA 140.Not opento Readings includepoems,letters,chronicles,essays,short periods withinthehistorical,cultural,andintellectualcontext. the literaryworksofBaroque,Neoclassical,andRomantic Spanish colonization;thefirst Spanish-Americanwritings; and pre-Columbian literaryoraltraditionascompiledduringthe logical order. Thestudyentailsacomprehensiveviewofthe countries ofSpanish-Americawhicharepresentedinchrono to arepresentativecollectionofliteraryworksfromthe through the19thCentury, thiscourseintroducesstudents A criticalstudyofmajorliteraryperiodsfromColonialtimes SPA 253 Loustaunau/ 301. PrerequisiteSPA 140orequivalent.(Fall). techniques. NotopentostudentswhohavecompletedSPA grammatical structures,rangeofvocabulary, andrhetorical and editing.Writing activitieshelpexpandandrefine organizing ideasthroughpre-writing,composing,writing, process ofwriting.Itdealswithstrategiesforgeneratingand expository writinginSpanish,thiscourseemphasizesthe Designed todevelopskillsindescriptive,narrative,and SPA 220 Staff/ Core requirementinLiterature.(FallandSpring). ­Prerequisite: SPA 120orequivalent.Thiscoursefulfillsthe and Spanish-Americanprose,fiction,poetry, anddrama. the close reading and analysis of selections from Spanish and structureofvariousgenresliteraturethrough and developskills.Thestudentsareintroducedtotheform Designed forstudentstobecomeactivereadersofliterature SPA 140 Kercher/ decisions. Prerequisite:SPA 104orequivalent. be able to communicate effectively and make well-informed of specialimportanceformanagersandleaderswhomust language skillsfrequentlyusedintheworldofbusinessand will alsoincludetranslatingandinterpretingactivities, Spanish. The course, to be conducted primarily in Spanish, central tobeingableconductbusinesssuccessfullyin understanding oftheSpanish-speakingworld,astheseare The coursealsodevelopsgeographicliteracyandcultural marketing, finance,foreignmarketentry, andimport-export. and discourse used when dealing with goods and services, student withasolidfoundationinSpanishthevocabulary Three credits Three credits Three credits LITERATURE II LITERATURE I LANGUAGE MAIN CURRENTSOFSPANISH-AMERICAN MAIN CURRENTSOFSPANISH-AMERICAN SPANISH COMPOSITION INTRODUCTION TO LITERATURE: SPANISH Three credits. - sition ofnewculturesupontheancientcivilizations.Prereq Spanish-American character, aproductofthesuperimpo culture. Emphasisisplacedonthedevelopmentof role ofwomeninthefoundationsSpanish-American El Dorado;colonialcultureandtheEnlightenment; conquest andtheimageofconquistador;questfor astronomy, andarchitecture;lifeintheIncaempire;Spanish Aztec warfare,religionandritual;Mayanscientificthought, through colonialtimes.Topics tobeconsideredinclude: Spanish-American worldsincepre-Columbiancivilizations This courseattemptstobuildupanunderstandingofthe SPA 312 Guerrero-Watanabe/ and analysisofrepresentativeworks.Prerequisite:SPA 140. narrative anddrama,postmodernexpression.Reading literary expression,criticalrevisionofhistory, testimonial directions: regionalism,indigenismo,poeticvanguard,social of allwritersthroughoutthecentury. Studyofvariousliterary of theMexicanRevolutioninsharpeningsocialawareness entered themainstreamofWestern letters,andontheimpact Loustaunau/ the Humanitiesrequirementin Corecurriculum. Prerequisite: AnyMainCurrents course.Thiscoursesatisfies action andsocialpower. ThecourseistaughtinSpanish. the roleofliteratureandartin theunderstandingofcivic for itseconomicandpoliticalrepression. We willconsider cultural, social,andpoliticalaffirmationinacountryknown 21st centuries in ordertolearn how these authors represent musical worksbyavarietyofauthorsfromthe20thand and thenarcowars.Studentsanalyzetextual,visual, of 1994; and the current implications of mass migration the student movement of 1968; the Zapatista rebellion key momentsinMexicanhistory:theRevolutionof1910, and culturalreinvention.Thecoursematerialsfocusonfour cultural productioninresponsetosocio-politicalrebellion This course explores contemporary Mexican literary and SPA 318 Guerrero-Watanabe/ among othertopics.Prerequisite:anyMainCurrentscourse. art; andthepresenceofLatinocultureinUnitedStates, Latina women;theimpactofAfricancultureonmusicand theology of liberation; contributions of Spanish-American/ muralists; theroleofchurchandwork the cultureofdictatorshipsandrevolutions;Mexican Topics tobeconsideredinclude:civilizaciónvs.barbarie; intellectual andculturalachievementsofthenewnations. seen inthepoliticaldevelopment,socialstructures,and at thebeginningof19ththrough20thcentury, as American way of life since the independence from Spain The mainobjectiveofthiscourseistoexaminetheSpanish- SPA 313 Grijalva/ uisite: anyMainCurrentscourse.Prerequisite:SPA 256. Three credits IIIAIN I ­CIVILIZATION IIIAIN II ­CIVILIZATION SPANISH-AMERICAN CULTURE AND REBELLION AND REINVENTIONINMEXICO SPANISH-AMERICAN CULTURE AND Three credits Three credits Three credits - - 7/19/13 2:29 PM LATIN AMERICAN STUDIES 115 116 LATIN AMERICAN STUDIES

SPA 380 LATIN AMERICAN CHRONICLES SPA 386 LATIN AMERICAN CINEMA In this course students will learn about how urban life, Latin American cinema has been undergoing a revival from the violence, and modern cities have been represented by mid-90’s onward. This course focuses on the cultural context journalist-literary writers in Latin America. We will discuss of this revival by exploring the development of city films. We the relationship between literature and journalism, and will screen films from Mexico, Argentina, Chile, Cuba, and between chronicles and other literary genres. In addition, Colombia, seeking to understand how each film addresses, or students will examine some works of the “New Journalism” does not address, specific national concerns, especially urban in the United States and its influence over Latin American issues, such as delinquency, violence and corruption, urban writers. Intensive Spanish writing will be a major segregation, uses of public space, immigration, and gender, requirement. Prerequisite: any Main Currents course. among others. The course also introduces the student to Grijalva/Three credits basic sequence analysis and film vocabulary in Spanish. The main objective is to develop “literacy” in media and provide SPA 384 MAGICAL REALISM AND THE LITERATURE students with a grounding in the film history of Latin America. OF THE FANTASTIC ­Prerequisite: any Main Currents course. Magical realism refers to a specific set of narrative works by Kercher/Three credits Latin American writers in the second half of the twentieth century. This course will develop a more comprehensive SPA 387 MODERNISMO understanding of this literary movement by analyzing a key Modernismo asserted the maturity of Spanish-American number of primary texts along with all the pertinent literary literature and brought the writers of all regions into its criticism and theory. The textual strategies and techniques cosmopolitan dimension. The course examines the vital style that help define these works include the use of rich, detailed and imagery that characterized this literary movement at the language designed to create a realistic setting and characters turn of the 19th century. The concern of modernista poets in the story. The element of magic or the supernatural then about experimentation with metaphors and versification will enters or manifests itself in this seemingly “real” literary be studied through the poetry and poetic prose of Darío, landscape. Although the texts incorporate these bursts of Martí Nájera, Silva, and others, while the study of fictional the unexplained, the main body of the text always follows and non-fictional prose will concentrate on the works of a mimetic approach to fictional production. Our study of Larreta and Rodó. Prerequisite: any Main Currents course. these fantastic texts will begin with a discussion of possible Guerrero-Watanabe/Three credits pre-cursors of the movement, such as the Argentineans SPA 396 SPANISH-AMERICAN/LATINA WOMEN Jorge Borges and Julio Cortázar, and then move on to more WRITERS seminal texts like Cien años de soledad by Gabriel García The main objective of this course is to bring together Márquez and Eva Luna by Isabel Allende. In the last few authors from diverse cultural and socioeconomic weeks, students will have the opportunity to analyze more backgrounds and address the question of the ideology that recent texts to see how magical realism affects current modes sustains their writing. Each work provides the basis for of literary production. Prerequiste: any Main Currents discussion on gender, race, and class. Many writers are course. less interested in singling out male/female polarities than Guerrero-Watanabe/Three credits in exploring their subjectivity. Others are concerned with political oppression. A number of them seek to expose and SPA 385 SPANISH-AMERICAN SHORT FICTION undermine the established social roles of women. Readings Short fiction is particularly significant in the study of are selected from various types of literary genres: novel, 20th century Spanish-American literature, because this genre short fiction, epistolary writing, testimonial writing, poetry, has been a catalyst in the literary developments that led autobiography, drama, and essay. Authors vary by semester, to the “boom” of the 1960’s. The texts selected are short and may include: Sor Juana, Gómez de Avellaneda, Allende, narratives that represent regional differences, but also reflect Castellanos, Cisneros, Gambaro, Menchú Prida, Valenzuela, common aesthetic goals which aim at innovation and change. and Vega. Prerequisite: any Main Currents course. These literary movements include magic realism, as in the Staff/Three credits works of García Márquez and Carpentier; the fantastic, expressed in the short stories of Borges and Cortázar; social SPA 400 SPECIAL TOPICS IN LATIN AMERICAN realism as presented by Rulfo; and feminist literature written STUDIES by authors, such as Ferré Claribel Alegría, and Poniatowska, This course is an in-depth study of a specific topic on who address gender issues and questions of identity and Latin American history, politics, society, culture, or artistic social roles. Prerequisite: any Main Currents course. expression. Guerrero-Watanabe/Three credits Staff/Three credits

43768_09a_Latin.indd 116 7/19/13 2:29 PM 43768_10_Math.indd 117 260 orMAT 356Numerical AnalysisorPHY213 from computersciencecourses numberedabove A minimum of five additional courses chosen Electives: Sophomore/Junior: OR First Year/Sophomore: Required Courses (15) science, andthreecoursesinmathematics: courses incomputerscience,fiveelectives courses, whichcomprisesevenspecificallyrequired The major consists of a total of fifteen (15) required MAJOR INCOMPUTERSCIENCE graduate studyincomputerscience. sional careersinthecomputerindustryandfor major providesafoundationforvarietyofprofes social andethicalimplicationsoftechnology. The hardware andsoftware,anappreciationofthe programming skills,theirknowledgeofcomputer minors incomputerscience,weseektodeveloptheir proficiency. Forthose studentswhobecome majorsor offer courses supporting the development of technical Core Curriculum.Asasourceofcomputingskills,we the liberalartsmissionofcollegethrough As the science of computer technology, we support supportive andstimulatinglearningenvironment. science, computers,andtheirapplicationsina College servesallstudentsinterestedincomputer The ComputerScienceprogramatAssumption COMPUTER SCIENCE MISSION STATEMENT: Cevallos Warren. D’Orazio, AndreaGoodman,MimiRoyston,Maria Brusard (Professor Emeritus),Paul Chase, Valeria Instructor Brooke M.Andersen,William Katcher; (Chairperson); Vincent Cioffari;RobertM.Fry, SuzanneKelton Associate Professors CSC 330 CSC 321 CSC 231 MAT 202 MAT 131–132 MAT 117–118 CSC 260 CSC 305 CSC 250 CSC 117 : SuzanneL.Kozak; Assistant Professors : JoyceE.Brown,KevinJ.Carlin, Computer Networks** Systems** Database Management Language** Programming inAssembly Discrete Structures Elementary CalculusIandII Calculus IandII Command LanguageInterfaces Data Structures* Intermediate Programming Introduction toProgramming

Lecturers: : JosephA.Alfano, CharlesE. Visiting - computer sciencecoursesnumberedabove250. The remainingtwocoursesmaybechosenfromthe OR which mustinclude: A minorincomputerscienceconsistsofeightcourses, MINOR INCOMPUTERSCIENCE junior year. ** Ifnotofferedduringsophomoreyear, mustbetaken during * Ifnecessary, maybetakeninthefallofjunioryear. an advisorinthedepartmenttoplantheirprogram. offered inalternateyears.Studentsshouldconsultwith CSC 330. These courses and the elective courses are offered everyyear, exceptingCSC231,321, and Introduction toEngineering.Therequiredcoursesare Analytical Track Electives: Online Track Electives: Applied Track Electives: Electives (4) OR 2) 1) Required Courses (2) majoring inManagementorInternationalBusiness). zational Behavior) or the Analytical Track (for students Track (forstudentsmajoringinMarketingorOrgani Track (forstudentsmajoringinAccounting);theOnline required courses,andfourelectivestakenintheApplied The IT Minor consists of six courses, which comprise two MINOR ININFORMATION TECHNOLOGY MATHEMATICS AND COMPUTERSCIENCE MAT 202 MAT 131–132 MAT 117–118 CSC 305 CSC 250 CSC 117 MGT/MKT 302 ACC 211 CSC 113 Systems Science Discrete Structures Elementary CalculusIandII Calculus IandII Data Structures Intermediate Programming Introduction toProgramming Management Information Accounting InformationSystems Introduction toComputer

 CSC315, CSC335 CSC250, CSC301, CSC180, CSC220, CSC170, CSC175, CS 117,CSC118, CSC315, CSC335 CSC 250,CSC301, CSC170, CSC175, Education Course), CSC119E (Continuing CSC117, CSC117, CSC175, CSC327, CSC335 CSC301, CSC315, CSC250, CSC261, CSC118, - 7/19/13 2:29 PM MATHEMATICS AND COMPUTER SCIENCE 117 118 MATHEMATICS AND COMPUTER SCIENCE

Software Development Senior Oral Exam Students interested in software developer positions Each mathematics major must pass an oral compre- should consult with the Chairperson of the hensive examination administered at the end of the Department of Mathematics and Computer Science to senior year. The exam is based on 8 topics covered plan a course of study. Suggested coursework includes in the required mathematics courses. Frequently a major in Computer Science taking the electives CSC included topics areTheory of Differentiation; Differen- 301 Systems Analysis and Design and CSC 317 Java tiation Techniques; Theory of Integration; Integration Programming Techniques; Sequences and Series; Discrete Mathematics; Linear Algebra; and topics from the MISSION STATEMENT: MATHEMATICS Mathematics Seminar. The Mathematics program at Assumption College The required courses are offered every year. serves all students interested in mathematics and its Elective courses are offered in alternate years. Students applications in a supportive and stimulating learning should consult with an advisor in the department to environment. As mathematics is a founding discipline plan their program. of the liberal arts, we support the mission of the college through our course offerings in the Core *Students considering a major in mathematics are encouraged to Curriculum. As mathematics is the language of science take MAT 131–132 rather than MAT 117–118 in their first and quantitative analysis, we offer courses for majors year. in the sciences and business studies. For those students who become majors or minors in mathematics, we seek MINOR IN MATHEMATICS to develop their problem-solving skills, their reasoning A minor in mathematics consists of six courses, which abilities, and their knowledge of the various fields must include: of mathematics. The major provides a foundation MAT 131–132 Elementary Calculus I and II for professional careers, especially the teaching OR profession, and for graduate study in mathematics. MAT 117–118 Calculus I and II MAT 202 Discrete Structures MAJOR IN MATHEMATICS The remaining courses may be chosen from the The major consists of a total of twelve (12) required mathematics courses numbered above 200 with at least courses, which comprise eight specifically required one course numbered above 300. courses, four electives, and an oral comprehensive examination: TEACHER PREPARATION Students interested in the Concentration in Required Courses (12) Education should consult with the Chairperson of the First Year/Sophomore Mathematics Department and the Education Program MAT 131–132 Elementary Calculus I and II* Coordinator in the Education Department to plan a OR course of study. Middle school (5–8) and secondary MAT 117–118 Calculus I and II school (8–12) teacher of mathematics programs CSC 117 Introduction to Programming require a Major in Mathematics. The required courses MAT 231–232 Intermediate Calculus I and II for the major and the following elective courses (If necessary, may be taken in address the subject matter knowledge prescribed by junior year.) the Massachusetts Department of Education for the MAT 202 Discrete Structures field of licensure. MAT 203 Linear Algebra MAT 204 Number Theory (8–12) MAT 208 Probability Theory (8–12) Senior Year MAT 351 Modern Algebra I (8–12) MAT 401 Mathematics Seminar MAT 353 Advanced Euclidean Geometry (5–8, 8–12) Electives ECO 115 Statistics A minimum of four additional mathematics courses OR numbered above 200 or PHY 213 Introduction to PSY 265 Statistics (5–8, 8–12) Engineering. At least two electives must be 300-level courses, including at least one course chosen from: ACTUARIAL SCIENCE MAT 332 Real Analysis Students interested in the actuarial profession should MAT 351 Modern Algebra I consult with the Chairperson of the Mathematics MAT 358 Topology Department to plan a course of study. Suggested

43768_10_Math.indd 118 7/19/13 2:29 PM 43768_10_Math.indd 119 approach toproblemsolving,various numbersystems,and include basiccomputerarchitecture, thealgorithmic science andstructuredprogramming inC This courseisanintroduction tothefieldofcomputer CSC 117 Staff/ taken CSC117.(Fall,Spring) and generalcomputerscience.Notopentothosewhohave applications, ethicalimplications,computerprogramming, sections ofCSC113withaspecificemphasis:business and multimedia. Each semester the department will offer well ashardware,software,theInternet,socialimplications (e.g. MAC,PC,etc.).Topics includepopular applicationsas applications. Studentsareexposedtoavarietyofplatforms This coursepresentsanoverviewofcomputersandtheir CSC 113 COMPUTER SCIENCE(CSC) descriptions COURSE or [email protected]. advising coordinator, Prof.BernardJ.Dobski,at508767-7369 pursue academic excellence in that field, and contact the pre-law considering lawschoolshouldchooseamajorthatintereststhem, under “CooperativeProgramsofStudy.” Aboveall,students for allstudentsconsideringlawschool.Seethe“Pre-Law”section advising, co-curricularactivities,anddevelopmentopportunities law school.Assumption’s Pre-LawProgramprovidespersonalized with astrongliberaleducation,provideexcellentpreparationfor confirms thatmajorsandminorsacrossthecurriculum,combined A NOTEONPRE-LAW: TheAmericanBarAssociation actuarial examinationbeforegraduation. insurance company program, and to pass the first Students areadvisedtopursuesummerworkatan CSC 261 Simulation Economics takingtheelectives: coursework includesamajorinMathematicsor CSC 327 ECO 315 ECO 115–215 MAT 208 MAT 207 Three credits INTRODUCTION TO PROGRAMMING INTRODUCTION TO COMPUTERSCIENCE Technology. minor inFinanceorInformation Operations Research;ora electives: Computer Sciencetakingthe Econometrics; andaminorin Statistics I-II Probability Theory Actuarial Mathematics 11 . Topics CSC 170 Chase/ even exists.(Fall) My hopeisthatwewillcovermaterialsyoudonotknow and howtobettersearchevaluatethematerialsfound. not yetusingsuchasRSS,blogs,wikis,mashups,clouds,apps cover andunderstandtopicsthatmostusersoftheInternetare the Internetcanandisbeingused.We willtrytogetherto this topic. Our task in this class is to jointly investigate how site, andbeabletodiscusstheproblemspossiblefutureof what isinvolvedindesigning,creating,andmaintainingaweb works, theethicsinusinganopensystem,advancedsettings, changing. Students will cover the history, whythetechnology what theInternetis,howitworks,andusesofare The purposeofthecourseistogiveadeeperunderstanding CSC 118 Brown/ output, decisionstatements,loops,andfunctions.(Fall) include typesofvariables,arithmeticoperations,input/ logic. Theprogramminglanguageconstructsintroduced multimedia. Students createtheir own media-rich web sites. This course explores web-based communications using 220 CSC Goodman/ interaction. Prerequisite:CSC113orequivalent.(Spring) and limitations;multimediasystems;human/computer software andhardwaresystemstheircharacteristics characteristics, costs,andfuturedirections;presentation This coursewillconsidernetworksystemsandtheir CSC 180 Brown/ (Fall) background isassumed.Prerequisite:CSC113orequivalent. tables, graphing,linking,andmacros.Somemathematical formulas, arraytable-lookups,summariesbypivot Excel: formatting,ranges,built-infunctions,user-defined presents the design andapplication ofspreadsheets using generation, andexport/importtootherprograms.Italso data-entry, queries, updating, linking related tables, report use ofadatabaseusingAccess:design,screenformsand This coursecoverstheestablishmentandeffective CSC 175 Goodman/ equivalent. (Spring) a widevarietyofprojects.Prerequisite:CSC113or spreadsheets, scannedimages,andgraphicstoaccomplish Adobe InDesign.Theemphasisisontheintegrationoftext, applied toproducehigh-quality, complexpublicationsusing organizations. Principlesofgooddesignarediscussedand communications, marketing,smallbusiness,andnon-profit This courseconsidersdesktoppublishingasitisusedin Three credits Three credits Three credits Three credits Three credits MULTIMEDIA DESKTOP PUBLISHING INTERNET MULTIMEDIAFOR THEWEB ELECTRONIC COMMUNICATIONS AND DATABASES AND SPREADSHEETS 7/19/13 2:29 PM MATHEMATICS AND COMPUTER SCIENCE 119 120 MATHEMATICS AND COMPUTER SCIENCE

They create and import graphics from drawing programs, CSC 305 DATA STRUCTURES scanners, digital cameras and the web. Basic principles of This course introduces complex data structures such as trees, interactive scripted modules in Flash, Motion, and related lists, stacks, and matrices. It also covers the classification systems are examined and used. Desktop and broadcast of an algorithm by computing its order. The algorithms digital video and effects systems as well as digital audio are that will be analyzed include various sorting and searching introduced and used by the students. Simple animation, methods. Prerequisite: CSC 250. (Fall) interactivity, and 3-D effects are also surveyed. Prerequisite: Fry/Three credits CSC 180. (Spring 2016) Fry/Three credits CSC 310 INTERACTIVE COMPUTER GRAPHICS This course presents the basic principles for the design and CSC 231 PROGRAMMING IN ASSEMBLY LANGUAGE use of computer graphic systems. Topics include graphics A course introducing the student to computer architecture devices, two- and three-dimensional representations, and assembly language programming. Topics will include transformations, rotations, scaling, device independence, memory and addressing, data representation, real and windowing, and clipping. Prerequisite: CSC 305 must be integral arithmetic, instruction formats and sets, indexing, completed or taken concurrently. (Fall 2014) subroutines, and error correction. Prerequisite: CSC 117 or Fry/Three credits equivalent. (Fall 2014) Katcher/Three credits CSC 315 E-COMMERCE Learn to use the fastest-growing marketplace in the world! CSC 250 INTERMEDIATE PROGRAMMING This course is an introduction to the world of electronic This course extends the computer science and programming commerce, covering technical and business topics. Case concepts introduced in CSC 117. The advanced topics studies and business examples, including triumphs and flops, include: objects, pointers, arrays, records, string types, and are analyzed. The course considers ways that EC is affecting functions with output parameters. Prerequisite: CSC 117. the business community, and the problems managers face (Spring) as they adapt to doing business in cyberspace. Prerequisite: Brown/Three credits CSC 113. (Spring) Chase/Three credits CSC 260 COMMAND LINE INTERFACES This course introduces a command language computing CSC 317 JAVA PROGRAMMING environment, the bash shell interface to the Linux operating Java is an object-oriented programming language with many system. Topics covered include: an exploration of the bash interactive multimedia capabilities. This course covers the shells, hierarchical file structure, file permissions, multiuser fundamentals of Java programming language, including how systems, utilities, shell scripts, I/O redirection, pipes, and to write, debug, and execute Java programs. The course programming in C11. Prerequisite: CSC 117. (Spring) covers object-oriented programming techniques, as well Katcher/Three credits as creating Java applets and applications. Prerequisite: CSC 305. (Spring 2015) CSC 261 SIMULATION Katcher/Three credits Exposition of basic ideas of digital computer simulation of stochastic processes, and the application of those ideas to CSC 321 DATABASE MANAGEMENT SYSTEMS practical problems. Prerequisite: CSC 117. (Spring 2014) This course deals with both the operational and decision Katcher/Three credits support environment of database systems. Topics include indexing, randomization, physical blocking, and relational CSC 301W SYSTEMS ANALYSIS AND DESIGN and hierarchical structures. Previous experience at the level A course dealing with all aspects of system design and of CSC 175 or equivalent is recommended. Prerequisite: implementation. Problem definition, feasibility study, system CSC 305. (Spring 2015) design tools, system development control, and implemen- Katcher/Three credits tation and evaluation of systems will be covered. Prereq- uisite: CSC 117 or equivalent. (Fall 2013) CSC 325 ARTIFICIAL INTELLIGENCE Katcher/Three credits This course is an open-ended discussion of what Artificial Intelligence (AI) is and how it might be achieved. CSC 303 OPERATING SYSTEMS Computers are defined as abstract machines. Defining This course introduces operating system design emphasizing intelligence is approached using results from neuroscience process management for multiuser and networked systems. and cognitive psychology. Practical AI applications Topics covered include: process scheduling, interprocess discussed include: language-understanding, robotics, expert communication, race conditions and solutions, memory, systems, neural nets, and game-playing programs. Prereq- device and file management. Prerequisites: CSC 260 and uisite: CSC 305 must be completed or taken concurrently. CSC 305. (Spring 2015) (Fall 2013) Staff/Three credits Fry/Three credits

43768_10_Math.indd 120 7/19/13 2:29 PM 43768_10_Math.indd 121 Staff/ be atthislevelorhigher. (Fall,Spring) taken tofulfill theCorerequirement inMathematics, itmust Mathematics GroupA.Ifonly one Mathematicscourseis placement. CountsintheCore Curriculum Requirementsas Prerequisite: MAT 111ordepartmentalpermissionthrough Not open to those who have completed MAT 117 or 131. may includetopicsinfinancialmathematicsandmatrices. on businessorscienceapplications;thecontentcoverage also offerssectionsofMAT114 witha specific emphasis systems oflinearequationsandinequalities.Thedepartment functions, trigonometry, planeanalyticgeometry, and and logarithmicfunctions,complexnumberspolynomial study ofcalculus.Topics tobecovered include exponential analytic geometrywhichprovidethebackgroundfor A surveyofthosetopicsinalgebra,trigonometry, and MAT 114 Kozak/ (Fall, Spring) to thosewhohavecompletedanyothermathematicscourse. fractional algebra, radicals, and rational exponents. Not open and inequalities,functionsgraphs,polynomials, following topics:propertiesofrealnumbers,linearequations An introductorycourseinbasicalgebrawhichcoversthe MAT 111 MATHEMATICS (MAT) Chase/ Threecredits or ECO115;CSC117above.(Spring2015) techniques fornewservices.Prerequisite:MAT 117orabove; vulnerabilities, exploits, and applications of security (integrity, availability, confidentiality, etc), security attacks, will bestressed.Topics includeastudyofsecurityservices A focusonbothfundamentalsandpracticalinformation security, computersecurityandinformationassurancesystem. This course provides a survey of the concepts of information CSC 335 Royston/ experience withLANs.Prerequisite:CSC113.(Spring2014) The courseutilizeselementaryconceptsandoffershands-on topology, internet working devices, and data communications. ISO’s referencemodelforopensystems,protocols,network technology, networkarchitecture,layersusingthe computer networks.Itcoverslocalareanetwork(LAN) This course examines principles andcurrent trends in CSC 330 Katcher/ taken concurrently. (Fall2014) assignment. Prerequisites:CSC305mustbecompletedor problems, e.g.,maximalflow, travellingsalesman,and method, duality, sensitivity, formulation,andclassic optimization oflinearsystems.Topics toincludesimplex Concepts, methods,andintroductiontothetheoryof CSC 327 Three credits Three credits Three credits Three credits ELEMENTARY FUNCTIONS INTRODUCTORY MATHEMATICS COMPUTER AND NETWORK SECURITY COMPUTER NETWORKS OPERATIONS RESEARCH MAT 131–132 Staff/ MAT 117.(Fall,Spring) to thosewhocompleteMAT 131orMAT 132.Prerequisite: with aspecificemphasisonbusinessapplications.Notopen equations. ThedepartmentalsoofferssectionsofMAT118 of integration,partialderivatives,andfirst-orderdifferential the definiteintegralandapplications,elementarytechniques The continuationofMAT 117.Topics tobecoveredinclude MAT 118 Staff/ permission throughplacement.(Fall,Spring) complete MAT 131.Prerequisite:MAT 114ordepartment emphasis onbusinessapplications.Notopentothosewho department alsoofferssectionsofMAT117 withaspecific and applications, and an introduction to integration. The be covered include limits andcontinuity, the derivative An introductorycourseindifferentialcalculus.Topics to MAT 117 classroom instruction. Thiscourseisaprerequisite forEDU of thesemisconceptionsforthe developmentofeffective mathematics conceptsandconsidering theramifications ceptions thatchildrenhavewhen learningaboutspecific attention isgiventounderstanding commonmiscon in elementaryormiddleschooleducation. Assuch,particular course isintendedforstudentsplanningonpursuingacareer other disciplines),andmathematicalcommunication.The tations, recognizing connections (across mathematics and problem solving,reasoningandproof,multiplerepresen major concepts.Asignificantfocusofthiscoursewillbeon students develop their own functional understanding of the problem-solving methodsofteachingandlearningtohelp The courseheavilyemphasizestheuseofopen-ended in multipleways,whymathematicsconceptsmakesense. tional proficiencybutalsotheabilitytoexplainstudents, and middle grades. Not only will students gain computa the mathematicsconceptstheywillteachinelementary students todevelopdeeperconceptualunderstandingsof and patterns.Oneofthemajorgoalscourseisfor mathematics conceptsassociatedwithnumbers,operations, In thiscourse,studentswillinvestigatefundamental MAT 150 Staff/ permission throughplacement.(131inFall,132Spring) complete MAT 117orMAT 118.Prerequisite:Departmental on engineeringapplications.Notopentothosewho also offerssectionsofMAT131–132 withaspecificemphasis applications, andtechniquesofintegration.Thedepartment limits, thederivativeandapplications,integral mathematics. Topics includetherealnumbers,functions, Recommended forstudents considering a major in students withgoodbackgroundsinmathematics. A morerigorousintroductiontocalculusforentering Three credits Three credits Three creditseachsemester EDUCATORS CALCULUS II CALCULUS I NUMBERS AND OPERATIONS FOR (HONORS) ELEMENTARY CALCULUSI AND II - - - 7/19/13 2:29 PM MATHEMATICS AND COMPUTER SCIENCE 121 122 MATHEMATICS AND COMPUTER SCIENCE

324: Mathematics Teaching in the Elementary Classroom. Stress laid on theoretical foundations, derivations, and Prerequisite: MAT 114 or higher. (Fall, Spring) proofs. Introduction to financial simulation. Prerequisite: Staff/Three credits MAT 202. (Fall 2014) Katcher/Three credits MAT 151 ALGEBRA, GEOMETRY, AND DATA ANALYSIS FOR EDUCATORS MAT 208 PROBABILITY THEORY In this course, students will investigate fundamental Combinatorial problems, conditional probability, mathematics concepts associated with algebra, geometry, dependence and independence, probability measures, distri- and data analysis. One of the major goals of the course is butions, and stochastic processes. Prerequisite: MAT 202. for students to develop deeper conceptual understandings of (Spring 2015) the mathematics concepts they will teach in the elementary Staff/Three credits and middle grades. Not only will students gain computa- tional proficiency but also the ability to explain to students, MAT 231–232 INTERMEDIATE CALCULUS I AND II in multiple ways, why mathematics concepts make sense. A second-year course in calculus, designed to follow either The course heavily emphasizes the use of open-ended MAT 118 or MAT 132. Topics to be covered include methods problem-solving methods of teaching and learning to help of integration, parametric curves, polar coordinates, sequences students develop their own functional understanding of the and series, power series, Taylor polynomials, vector geometry, major concepts. A significant focus of this course will be on vector functions, multivariable functions, and partial differen- problem solving, reasoning and proof, multiple represen- tiation. Prerequisite: MAT 118 or MAT 132. (231 in Fall, 232 tations, recognizing connections (across content areas and in Spring) disciplines), and mathematical communication. The course Andersen/Three credits each semester is intended for students planning on pursuing a career in elementary or middle school education. As such, particular MAT 331 CALCULUS OF VECTOR FUNCTIONS attention is given to understanding common misconceptions A course in the calculus of vector-valued functions and of that children have when learning about specific mathematics functions of several variables. Topics to be covered include concepts and considering the ramifications of these miscon- curves and surfaces in Euclidean n-space; the derivative ceptions for the development of effective classroom and the differential of a vector function; the chain rule; the instruction. Prerequisite: MAT 114 or higher. (Fall, Spring) inverse function theorem and the implicit function theorem; Staff/Three credits multiple integrals and the change of variable theorem for multiple integrals; the theorems of Green, Gauss, and Stokes. MAT 202 DISCRETE STRUCTURES Prerequisites: MAT 203 and MAT 232. (Fall 2014) This course is an introduction to mathematical logic Brusard/Three credits and discrete systems. Topics include Boolean algebra, mathematical proof, sets, relations, functions, induction, MAT 332 REAL ANALYSIS combinatorics, graph theory, and applications. Prerequisite: A course in classical real analysis. Topics to be covered MAT 118 or MAT 132 must be completed or taken concur- include the real number system; convergence of rently. (Fall) sequences; limits and continuity of functions; differen- Brown/Three credits tiation; and integration. Prerequisite: MAT 232. (Spring 2014, then Fall 2015) MAT 203 LINEAR ALGEBRA Staff/Three credits Linear systems of equations, matrix algebra, determinants, vector spaces, linear transformations, matrix representations MAT 351 MODERN ALGEBRA I of linear transformations, and applications. Prerequisite: An introductory course in abstract algebra. This course will MAT 118 or MAT 132. (Spring) cover the theory of groups and the definitions of rings and Carlin/Three credits fields. Prerequisite: MAT 202. (Fall 2014) Cioffari/Three credits MAT 204 NUMBER THEORY Divisibility theory, prime factorization, congruences, MAT 352 MODERN ALGEBRA II Fermat’s theorems, the phi-function, Euler’s Theorem, and The continuation of MAT 351. Topics include advanced applications. Prerequisite: MAT 202. (Fall 2013, then Spring group theory, and the theory of rings and fields. Prerequisite: 2016) MAT 351. (Spring 2015) Cioffari/Three credits Cioffari/Three credits

MAT 207 ACTUARIAL MATHEMATICS MAT 353 ADVANCED EUCLIDEAN GEOMETRY Mathematical theory and practical application of compound Theorems of Menelaus and Ceva. Euler line and nine-point interest, including the measurement of interest, annuity circle. Cross-ratio, harmonic division, and orthogonality of calculations, loan repayment, and security valuation. circles. Inversive geometry. Theorems of Pappus, Desargues,

43768_10_Math.indd 122 7/19/13 2:29 PM 43768_10_Math.indd 123 torial topology. Topics tobecoveredincludetopological An introductorytreatmentofbothpoint-setandcombina MAT 358 Brown/ course. Prerequisite:MAT 118orMAT 132.(Spring2014) unstable matrices.Thecomputerisusedthroughoutthe differentiation and integration. Solvinglinearsystems, Interpolation andpolynomialapproximation.Numerical Roots ofequations.Analysiserrors.Convergence. MAT356 Staff/ completed ortakenconcurrently. (Fall2013,thenSpring2015) theorems. Applications.Prerequisite:MAT 232mustbe ential equationsandlinearsystems.Existenceuniqueness First and second order differential equations. Linear differ MAT 355 Brusard/ MAT 118 orMAT 132.(Fall2013) and Pascal.Elementarytransformations.Prerequisite: Three credits Three credits Three credits TOPOLOGY NUMERICAL ANALYSIS DIFFERENTIAL EQUATIONS - - offered inalternateyears. NOTE: Semestersgivenwithayearindicatecoursesthatare Staff/ advanced topicinmathematics.(Spring) complete athesis(eitherexpositoryorresearch)onsome direction of an individual instructor, each student will Available onlytohighlyqualifiedstudents.Underthe MAT402W Alfano/ mathematics majors.(Fall) on studentoralpresentations.Requiredcourseforsenior The topicisdeterminedbytheinstructor. Emphasisisplaced MAT 401 Fry/ and MAT 232.(Spring2016) (mod 2),andmap-coloringtheorems.Prerequisite:MAT 202 spaces andmetricspaces,classificationofsurfaces,homology Three credits Three credits Three credits MATHEMATICS SEMINAR MATHEMATICS THESIS 7/19/13 2:29 PM MATHEMATICS AND COMPUTER SCIENCE 123 124 MODERN AND CLASSICAL LANGUAGES AND CULTURES

Professors: Bonnie A. Catto, Dona M. Kercher; Associate studies or to focus on one culture alone. A student Professors: Richard Bonanno, Juan Carlos Grijalva, may elect one of four concentrations: Greek, Latin, Arlene Guerrero-Watanabe (Chairperson), Maryanne Classical Languages, or Classical Civilization. Leone, Esteban Loustaunau, Anthony S. Zielonka; Selection of courses within these concentrations Lecturers: George F. Aubin (Professor Emeritus of French should be made in close consultation with the and Linguistics), Stacy Giufre, Elisabeth Solbakken, advisor to ensure a balanced and coherent course of Maria Warren. study. Courses in related areas, such as art, history, linguistics, and philosophy are especially desirable as MISSION STATEMENT electives. The Department of Modern and Classical Languages and Cultures cultivates students’ understanding of Concentration in Greek diversity and global perspectives by introducing them to the rich cultural traditions and literary expression Required Courses (9) of the civilizations we study. By engaging multiple GRK 201 Greek III cultures, we prepare our students to be thoughtful and GRK 202 Greek IV compassionate citizens of a global community, thus Two courses in Greek at the 300 level supporting the mission of the College. In keeping History 201 Ancient Greece with the liberal arts tradition, our programs ensure that students not only improve their ability to Four or more courses chosen from Comparative communicate in the target language—both orally and Literature courses numbered 210–219; LTC 140: in writing—but also develop skills of critical thinking Introduction to Literature (Classical emphasis section and content analysis. Our majors prepare students to only); additional Greek or Latin courses at any level; use their linguistic, cultural and critical skills in their or courses from the list below. careers, advanced studies, and other future endeavors. The Department embraces the central educational Concentration in Latin values of Assumption College and its pursuit of academic excellence. Required Courses (9) LAT 201 Latin III LEARNING OUTCOMES LAT 202 Latin IV • To develop good oral/aural communication skills Three courses in Latin at the 300 level in the target language History 202 Ancient Rome • To write effectively in the target language • To think critically about literary and cultural texts Three or more courses chosen from Comparative using discipline-appropriate methods of analysis Literature courses numbered 210–219; LTC140: • To better understand the cultures of our target Introduction to Literature (Classical emphasis section languages only); additional Greek or Latin courses at any level; or courses from the list below. MAJOR IN CLASSICS The Major in Classics is designed to provide Concentration in Classical Languages a comprehensive course of study of the languages, literatures, and cultures of ancient Greece and Rome. Required Courses (9) These cultures form the foundation of much of our GRK or LAT 201 and 202 and two 300 level modern civilization, and their influence in many courses disciplines remains strong. The Major in Classics Two courses in the other classical language at any offers the opportunity to study in depth the great level works, thoughts, and achievements of antiquity. Classics majors are well-prepared for graduate study Three or more courses chosen from Comparative in the discipline, as well as in law and medicine. Literature courses numbered 210–219; LTC 140: Moreover, the broad liberal arts training which the Introduction to Literature (Classical emphasis section Major in Classics provides allows for great flexibility only); additional Greek or Latin courses at any level; of career choices in areas as diverse as the arts, or courses from the list below. computers, journalism, law, librarianship, publishing, and teaching. Concentration in Classical Civilization Classics is a rich and varied field which involves two languages and cultures and spans many Required Courses (11) centuries. As a result of this diversity, a student Either LAT or GRK 201 and 202 and two 300 might choose to pursue both Greek and Roman level courses

43768_11_Language.indd 124 7/19/13 2:29 PM 43768_11_Language.indd 125 advisor, mayconstruct aminorwithsixone-semester themes. Students,inconsultation withadepartmental and Rome.Therearealsocourses builtaroundselected Latin America, Germany, Russia, and Ancient Greece Courses areofferedintheliteratures ofFrance,Spain, requirement (FRE,GER,ITA, SPA 103;GRK,LAT 201). language equivalenttothecollege’s currentskills be requiredtodemonstrateaproficiencyinforeign who wishtominorinComparativeLiteraturewill literature ofthenon-English-speakingworld.Students in ordertoprovidestudentswithabackgroundthe Courses inComparativeLiteratureareofferedEnglish MINOR INCOMPARATIVE LITERATURE planned withthedepartmentaladvisor. philosophy, religion,andpolitics.Theprogrammustbe in translation,andrelatedfields,suchasart,history, chosen fromtheclassicallanguages,literature Greek orLatincourse.Remainingcoursesmaybe (101–102) inGreekorLatinoneintermediate-level six coursesincludingeithertheelementarysequence with aninterestintheancientworld.Studentstake The MinorinClassicsisaflexibleprogramforstudents MINOR INCLASSICS Consortium coursesmayalsobeincluded. with the classical world. Independent Studies and may beselectedifthecontentdealssubstantively tation with the departmental advisor. Other courses Elective coursesshouldbeselectedincloseconsul (First semesteronly) PHI/THE 205Foundations:ReligionandPhilosophy PHI 350 Plato semester only) ARH/POL150H Foundations:PoliticsandArt(First Electives forallfourClassicsConcentrations: or coursesfromthelistbelow. only); additionalGreekorLatincoursesatanylevel; Introduction toLiterature(ClassicalEmphasissection Literature coursesnumbered210–219;LTC 140: Four ormorecourseschosenfromComparative THE 203 POL 351 LIN 101 HIS 203 HIS 202 HIS 201 CLT 205 ARH 221 ANT 133 ANT 132 210–219 Two ComparativeLiteraturecoursesnumbered Either HIS201or202 The EarlyChurch Classical PoliticalPhilosophy Introduction toLinguistics Byzantine Empire Ancient Rome Ancient Greece Literary FoundationsoftheWest I Ancient Art Ancient Civilizations Introduction toArchaeology - zation require a total of 36 hours of coursework which zation requireatotalof36 hours ofcourseworkwhich Spanish withConcentrationinCultureandCivili wealth ofMassachusetts.ThemajorsinFrenchand competency required for certification bytheCommon 27–33 hoursofcourseworkinthefieldknowledge Spanish, andForeignLanguagesprovidestudentswith or secondaryeducation. foreign languagesandaconcentrationinelementary students should consider a major in one or more students fortheteachingofforeignlanguages.Such with Assumption’s DepartmentofEducationto prepare The DepartmentofForeignLanguagesworksclosely CONCENTRATORS FOREIGN LANGUAGESANDEDUCATION consultation withthedepartmentaladvisor. language orinEnglishmaybeselectedfortheminor two coursesoutsidetheCLT offeringsintheoriginal these coursesmaybeinanyoneofareas.Upto with thesolerequirementthatnomorethantwoof courses fromanyoftheabove-mentionedofferings appropriate courseineachlanguage. Studentsinthe Please seedescriptionofmajor programsforthe the targetlanguage(12credits) MINOR LANGUAGE: the targetlanguage(24credits) MAJOR LANGUAGE: study ofanytwoforeignlanguages: for thesepositionsofserviceandresponsibilitybya Foreign LanguageMajoraimstopreparethestudent versed inmorethanonelanguageandculture.The foreign service, and education for college graduates There isanincreasingneedingovernment,business, MAJOR INFOREIGNLANGUAGES Classical LanguagesDepartment. Coordinator andamemberoftheModern closely withamemberoftheEducationDepartment students shouldplantheircoursesofstudyworking Education bythespringofSophomoreyear, and tration must be made to Assumption’s Department of build studyabroadintotheiracademicplans. Foreign LanguageDepartmentassoonpossibleto trators areadvisedtomeetwithamemberofthe Consequently, foreign language/education concen of languageandcultureskillsinthetargetculture. can replacetheactualaffiliationanddevelopment options. However, noclassroomcourseofstudy strongly encouraged to consider these major program languages atthe elementary orsecondary level are in linguistics. Students preparing to teach foreign focus onlanguageandculture,includecoursework The departmental majors in Classics, French, Application fortheappropriateeducationconcen 4major-level coursestaught in 8major-level coursestaughtin - - - - 7/19/13 2:29 PM MODERN AND CLASSICAL LANGUAGES 125 126 MODERN AND CLASSICAL LANGUAGES AND CULTURES

major are strongly advised to undertake an immersion of values and norms that distinguish the other culture; experience in at least one of the language areas and understanding of the stories another culture studied. Students unable to study abroad will consult tells about itself, not just through literature but also with a departmental advisor to develop an alternative through history, politics, economics, art, and so forth. experience, such as a local internship in which they The study of culture in general terms is concerned might apply their language/culture competence. with the way other people structure their world. The focus of this concentration is on the MAJOR IN FRENCH culture of France as well as other French-speaking The Major in French exposes students to the various regions of Africa, the Caribbean, Canada, Europe, expressions of the culture of France so that they may and Southeast Asia. This major prepares students for in turn share their knowledge and appreciation with teaching careers, graduate work, community service, others—as a teacher, scholar, writer, translator, or and employment in organizations and agencies with commercial or governmental representative. international interests. The program seeks primarily to have majors: (a) achieve both proficiency and fluency in the oral Required Courses (12) and written forms of the language; (b) read with • Five of the following courses: understanding and enjoyment representative works of FRE 120 French V (or FRE 110, French IV/V) French literature from the Middle Ages to the present FRE 140 Introduction to Literature: French day; and (c) acquire the scholarly and critical tools Language required for further study, whether in graduate school FRE 251–252 Main Currents of French Literature (one or independently. course) FRE 392 Explication de Texte Required Courses (11) LIN 221 Sociolinguistics (LIN 101 may be A total of 11 major-level courses (those numbered substituted for LIN 221 with the 120 or higher) are required for a major. These must approval of the Dept. Chair) include: • Four courses acceptable for the French Major, • One course in the written language: (FRE 240, including a minimum of one in each of three areas: FRE 301, FRE 392) literature, written expression, and oral expression, • One course in the spoken language: (FRE 120, plus three courses in culture/ civilization. FRE 302) • A minimum of three courses in French literature All French majors are strongly advised to undertake an studied in the language at the 200 level or higher. immersion experience. Study abroad in Europe, Africa, It is recommended that these courses include the the Caribbean, Southeast Asia, or Quebec is optimal. three basic genres (drama, poetry, and prose). Students unable to study abroad will consult with a Courses are to be chosen in consultation with departmental advisor to develop an alternate experience, a departmental advisor in terms of the student’s such as an appropriate local internship, in which they needs, interests, and qualification. may apply their language/culture competence. • One course for the major may be taken from the Foreign Languages offerings in English which relate MINOR IN FRENCH to the study of French. These include courses in A student may complete a Minor in French by taking CLT or LIN. Students are encouraged to take this a total of six one-semester courses (18 credits) which course early in their program when their language may include FRE 104 and courses acceptable for the skills may limit them to a sequence of one course French Major. The program must be planned with a per semester. These related courses serve to Departmental Advisor. All courses for the minor must introduce potential majors to significant intellectual be in French. issues in the field. This course should be chosen in consultation with a departmental advisor in order MINOR IN FRENCH STUDIES to avoid taking a course in English which would Students who wish to do so may combine courses later be offered in the target language. in French Language and Literature with offerings in related areas (i.e., French or Canadian Culture and MAJOR IN FRENCH WITH Civilization, History, Art, Music). This program must ­CONCENTRATION IN FRANCOPHONE be developed in cooperation with a Departmental CULTURE AND CIVILIZATION Advisor and should include: The main objective of the French Major with a • At least one course in French at the level of FRE concentration in culture/civilization is to help develop 104 or higher. cultural literacy which involves familiarity with the • One course in French or Francophone Literature language and its interaction with culture; appreciation which may be studied in the original or in translation.

43768_11_Language.indd 126 7/19/13 2:29 PM 43768_11_Language.indd 127 following: courses (30 credits) are required, including the of Italy. Forcompletionofthemajor, atotaloften the history, literature,art,culture,andcivilization Italian languageandoffamiliarizingstudentswith of developingoralandwrittenproficiencyinthe curriculum intheliberalartsandhasobjectives The ItalianStudiesMajorhasitsbasisinadiversified MAJOR INITALIAN STUDIES with thedepartmentaladvisor. courses maybeincluded.Theminormustplanned student’s interest.Independentstudiesandconsortium MUS 223,225).Thechoicewilldependonthe German culture(i.e.,PHI365,325,THE363, disciplines whenthecontentdealssubstantivelywith The remainingcoursesmaybeselectedinother 3. 2. 1. following areas: which mustincludeatleastonecourseineachofthe Studies withsixone-semestercourses(18credits) Europe. a powerfulpoliticalandeconomicforceinthenew new FederalRepublicofGermany, whichhasbecome of theGerman-speakingcountries,especially deeper understandingofthethoughtsandculture students agreaterknowledgeofthelanguageand The GermanStudiesMinorisintendedtooffer MINOR INGERMANSTUDIES • • • • the DepartmentChair. These coursesmustbeapproved inadvanceby specifically withItalyorItalian-American identity. linguistics, literature,orpolitical sciencethatdeal comparative literature,geography, history, related areassuchasanthropology, arthistory, the majorwithamaximumoffivecoursesin Students maycompleterequirementsfor Italian. in Italian,andanItalianliteraturecourse include anadvancedgrammarandculturecourse beginning atITA 103orhigher. Theseshould A minimumoffivecoursesinthetargetlanguage German history(HIS271,HIS272) Masterpieces) emphasis, GER/CLT 251:ModernGerman (i.e., CLT 140IntroductiontoLiterature/German German literatureintheoriginalortranslation German atthelevelofGER103orhigher A studentmaycompleteaMinorinGerman departmental advisor. be selectedinconsultationwiththestudent’s Three othercoursesinrelatedareaswhichshould 235, andHIS257). Civilization orHistory(FRE310,FRE313,HIS One courseinFrenchorFrancophoneCultureand Union. KnowledgeofItalianlanguageandculture role inworldaffairsasamemberoftheEuropean literary history, contemporaryItalyplaysaprominent and cultureofItaly. Acountrywitharichartisticand social structure,politicalinstitutions,economy, arts, understanding oftheItalianwaylifeasseenin students agreaterknowledgeofthelanguageandan The ItalianStudiesMinorisintendedtooffer MINOR INITALIAN STUDIES Italian offeredthroughtheWorcester Consortium. also encouragedtoenrollinupper-division coursesin majority ofcoursesconductedinItalian.Studentsare a semester-long program of study in Italy with the Students arestronglyencouragedtoundertake Eligible coursesmayinclude: and research,orafinalpaper. Thesecoursesmust include additionalreadingmaterials, specialprojects tively withItalianstudiesin assignmentswhichmay required todemonstratethat theywilldealsubstan 204, HIS205,206, 212).Studentswillbe term, othercoursesmaybe included (ARH224,HIS and theapplicabilityofcoursefocusinagiven Depending ontheinterestsofindividualstudent A fifthsemesterItalianlanguagecourse. the following: with sixone-semestercourses(18credits)including Foreign Affairs. Humanities aswellInternationalBusinessand is anassettostudentsinterestedinallareasofthe • • • The remainingcoursesmaybetakeninother Italian literatureintheoriginal(i.e.,ITA 140 Italian languageatthelevelof103or HIS 202 CLT 266 ARH 324 ARH 223 POL 359 POL 338 HIS 202 CLT 266 CLT 225 ARH 324 ARH 323 ARH 223 not limitedto: with Italianculture.Thesecoursesincludebutare disciplines wherethecontentdealssubstantively equivalent course). Introduction toLiterature:ItalianLanguageor may beincluded. higher. Uptotwoadditionallanguagecourses A studentmaycompleteaMinorinItalianStudies Ancient Rome,509B.C–565A.D. Italian Cinema Architecture, andPoetry Michelangelo: Painting,Sculpture, Renaissance ArtandArchitecture Medieval PoliticalPhilosop Nationalism andFascism Ancient Rome Italian Cinema Dante’s Comedy Sculpture Michelangelo: Paintingand Italian RenaissancePainting Renaissance Art - 7/19/13 2:29 PM MODERN AND CLASSICAL LANGUAGES 127 128 MODERN AND CLASSICAL LANGUAGES AND CULTURES

be approved by the Department of Modern and expected to include language, literature, and culture Classical Languages and Cultures and the faculty study in their program. The following are the minimum member teaching one of these courses. Independent around which an individual program of study should be studies, consortium, and study abroad courses may be developed. These must include at least: included. The minor must be planned with the depart- • One course in the written language (SPA 210, SPA mental advisor. 220, SPA 301) • One course in the spoken language (SPA 120, SPA DOUBLE MAJOR WITH 302) LATIN AMERICAN STUDIES • One course in culture/civilization (SPA 310, SPA Spanish majors are encouraged to pursue a double 311, SPA 312, SPA 313, SPA 315, SPA 316, SPA major in combination with the major in Latin 366, SPA 386) American Studies. The major is designed to respond • A minimum of three courses in Spanish and to the increasing interest in the societies of the region. Spanish-American literature studied in the The program provides an opportunity for study of language at the 200 level or higher, no more than their history, political and economic systems, social two of which can be in the category of Main structures, and literary and artistic expression. Latin Currents (SPA 251, 252, 253, 254). At least one American Studies majors will be prepared for graduate of the three courses must be a Main Currents study or employment in fields such as government, course (required for all other advanced literature business, industry and education. For a full description courses). It is recommended that the other courses of requirements, see the Latin American Studies listing include the three basic genres (drama, poetry, and under Interdisciplinary programs. prose). Courses in written and oral expression may be waived MINOR IN LATIN AMERICAN STUDIES in the case of students who have achieved the desired A student may complete the Minor in Latin American proficiency. Further courses may be required until Studies with one intermediate level Spanish course, the student has attained a level expected by the and 6 one-semester courses (18 credits) acceptable for department. Students who are considering a major the major. For a full description of requirements, see in Spanish are advised to fulfill the Introduction to the Latin American Studies listing under Interdisci- Literature requirement by taking SPA 140. plinary programs. • One course towards the major may be taken from the Modern and Classical Languages offerings MAJOR IN SPANISH in English which relate to the study of Spanish. The Major in Spanish is an integral part of a These include courses in CLT or LIN. LAS courses traditional education in the liberal arts. The Spanish may be included with the permission of the chair. Major is designed to contribute to the cultural and Students are encouraged to take this related intellectual formation of students, as well as to prepare course in English early in their program when them for continued work on the graduate level or their language skills may limit them to a sequence independent study, for teaching on the elementary of one course per semester. These related courses or secondary level, and for service as interpreters, serve to introduce potential majors to significant translators, social workers, or representatives in intellectual issues in the field. This course should business or government. It can also serve as the basis be chosen in consultation with a departmental for a rewarding career in law, penology, or helping advisor in order to avoid taking a course in services. English which would later be offered in the target Spanish majors are expected to achieve language. proficiency and fluency in the spoken and written language and to read with critical appreciation and MAJOR IN SPANISH WITH enjoyment representative works of the principal ­CONCENTRATION IN HISPANIC authors of Spain and Latin America. The selection of CULTURE AND CIVILIZATION courses in this major will be made in consultation with The objective of the Major in Spanish with a concen- the advisor with a view to a complete formation in tration in culture/civilization is to help develop the language, literature, and cultures of the Spanish- cultural literacy which involves familiarity with the speaking world. Spanish majors are strongly advised language and its interaction with culture; appreciation to spend a semester or an academic year in a Spanish- of values and norms that distinguish the other culture; speaking country. and understanding of the stories another culture tells about itself, not just through literature but also Required Courses (11) through history, politics, economics, art, and so forth. A total of 11 major-level courses (those numbered The study of culture in general terms is concerned 120 or higher) is required for a major. Students are with the way other people structure their world.

43768_11_Language.indd 128 7/19/13 2:29 PM 43768_11_Language.indd 129 assumption.edu. Bernard J.Dobski,at508767-7369 orbye-mailatbdobski@ that field,andcontactthepre-law advisingcoordinator, Prof. choose amajorthatintereststhem, pursueacademicexcellencein of Study.” Aboveall,studentsconsideringlawschoolshould school. Seethe“Pre-Law”sectionunder“CooperativePrograms development opportunities for all students considering law provides personalized advising, co-curricular activities, and preparation forlawschool.Assumption’s Pre-LawProgram combined withastrongliberaleducation,provideexcellent confirms that majors and minors across the curriculum, A NOTEONPRE-LAW: TheAmericanBarAssociation be inSpanish. departmental advisor. Allcoursesfortheminormust Spanish major. Theprogrammustbeplannedwitha can includeSPA 104andcoursesacceptableforthe total ofsixone-semestercourses(18credits)which A studentcompletesaminorinSpanishbytaking MINOR INSPANISH might applytheirlanguage/culturecompetence. such asanappropriatelocalinternship,inwhichthey mental advisortodevelopanalternateexperience, unable tostudyabroadwillconsultwithadepart within theUnitedStatesismostdesirable.Students Latin America,orinareaswithLatinopopulations undertake animmersionexperience.StudyinEurope, Students inthemajorarestronglyadvisedto Required Courses (12) international interests. and employmentinorganizationsagencieswith teaching career, graduate work, community service, world. Thismajorisanexcellentpreparationfora within theUnitedStatesandotherregionsof of Spain, Spanish-America, and Latino cultures • • • Three coursesinculture/civilization. literature, writtenexpression,andoralexpression. including aminimumofoneineacharea: Five coursesacceptablefortheSpanishMajor, LIN 221 253, 254 SPA 251,252, SPA 140 SPA 120 Four courses: The focusofthisconcentrationisontheculture approval oftheDept.Chair) substituted forLIN221withthe Sociolinguistics (LIN101maybe course) Spanish-American Literature(one Main CurrentsofSpanish Language Introduction toLiterature:Spanish Spanish IV/V) Grammar Review(orSPA 110, Conversational Spanishand or

- LTC 140 Catto, Staff/ requirement inLiterature.(Fall) Sappho, andCatullus.Thiscoursefulfills the Core from poetssuchasHomer, Vergil, Sophocles,Euripides, Greek and Roman worlds. Readings in English translation introduced totheculture,myths,ideas,andhistoryof expression. Through the literature, students will alsobe drama, andlyric)thedifferencesintheirmeansof The development of three genres of ancient literature (epic, LTC 140 All coursesdesignatedCLT orLTC aretaughtinEnglish. COMPARATIVE LITERATURE (LTC/CLT) descriptions Much ofthe course isspent examining the original evidence connections betweenancientmyths andmodernanalogues. porary culture,andstudents areencouragedtodraw and Rome.Mythsgiveusinsight intoancientandcontem This courseintroducesthecentral mythsofancientGreece CLT 210 Staff/ (Spring) satisfies theHumanitiesrequirementinCorecurriculum. individual personratherthanonthecommunity. This course light ofthemoderninsistenceonpre-eminence Literary FoundationsoftheWest I,particularly inthe This course continues the investigation begun in CLT205 CLT 206 Cotter, Staff/ the Corecurriculum.(Fall) beings. ThiscoursesatisfiestheHumanitiesrequirementin and theplaceofgodsorGodinliveshuman communities, abouthonor, authority, obedience,rebellion, about theroleofheroesandtheirrelationshipwith (CLT 205)concentratesonquestionsraisedbythetexts as theyareplayedoutinliterature.TheFallsemester’s work This courseconsiderssomeofthegreatthemesWest CLT 205 Zielonka, Howe/ and Spring) This coursefulfillstheCorerequirementinLiterature.(Fall such criticalconceptsaspointsofview, imagery, andtone. Class discussionandwritingassignmentswillmakeuseof drawn mainlyfromworldliteratureinEnglishtranslation. and structureofvariousgenresliterature.Readingsare This courseisdesignedtoacquaintthestudentwithform COURSE Three credits LITERATURE OF WESTERN BEGINNINGS EMPHASIS): THE INTRODUCTION TO LITERATURE INTRODUCTION TO LITERATURE (CLASSICAL CLASSICAL MYTHOLOGY LITERARY FOUNDATIONS OF THE WEST II LITERARY FOUNDATIONS OF THE WEST Three credits Three credits Three credits - 7/19/13 2:29 PM MODERN AND CLASSICAL LANGUAGES 129 130 MODERN AND CLASSICAL LANGUAGES AND CULTURES

for ancient myths, poems, plays, inscriptions, temples, references in the Comedy. Prerequisite: One of the following: sculptures, and paintings. Topics include myths of creation, LTC 140; LTE 140; ITA 140; SPA 140; or FRE 140. This the Olympian gods, ancient religion, and the hero. The course satisfies the Humanities requirement in the Core nature of myth and various interpretative theories of myth curriculum. are also explored. This course satisfies the Humanities Le Pain, Bonanno/Three Credits requirement in the Core curriculum. (Fall) Catto, Staff/Three credits CLT 234 CERVANTES’ DON QUIXOTE Close reading and analysis of the complete text of CLT 211 MYTH IN EPIC Cervantes’ masterpiece in translation, concentrating on Study of the development of the genre of epic with readings the understanding and enjoyment of the author’s art and in English drawn from Homer’s Iliad and Odyssey, Hesiod’s thought. Not available for students who completed SPA 334. Theogony, Apollonius’ Voyage of Argo, Lucretius’ The Nature of This course satisfies the Humanities requirement in the Core Things, Vergil’s Aeneid, and Ovid’s Metamorphoses. This course curriculum. satisfies the Humanities requirement in the Core curriculum. Staff/Three credits (Spring) Catto, Staff/Three credits CLT 251 MODERN GERMAN MASTERPIECES This course is designed to familiarize students with the CLT 212 MYTH IN TRAGEDY works of a variety of 20th-century German writers. In Reading in English of Aeschylus’ Oresteia and Prometheus addition to such well-established authors as Kafka, Hesse, Bound, and representative tragedies of Sophocles, Euripides, Mann, and Brecht, more recent writers like Gunter Grass, and the Roman poet Seneca. Emphasis on dramatic poetry former East German writer Christa Wolf, and Heinrich Boll, as a source for the study of Greek mythology. This course the 1972 Nobel Prize winner for literature, will be discussed. satisfies the Humanities requirement in the Core curriculum. Same as GER 251. This course satisfies the Humanities (Spring) requirement in the Core curriculum. (Fall) Catto/Three credits Solbakken, Staff/Three credits

CLT 213 GREEK AND ROMAN COMEDY CLT 256 LATINO VOICES Reading in English of representative comedies of Aristo- The course explores the themes of cultural and national phanes, Menander, Plautus, and Terence, and their influences identity in major novels, collections of short stories, on later authors. This course satisfies the Humanities television programs, film and non-fiction created by Latino requirement in the Core curriculum. (Spring) writers of the United States. The class will attempt to answer Catto, Staff/Three credits the following questions: What are the characteristics of the Latino text? Does the fact that a writer or director CLT 217 INTRODUCTION TO FILM STUDIES: heralds from Hispanic descent necessarily render her or WORLD CINEMA FOCUS his fictional product a Latino text? Is there really one, sole This course introduces key concepts and approaches relevant Latino community represented in the texts, or rather, do to the study of film through case studies of Hollywood we encounter a plurality of definitions of community? How and world cinema. Basic concepts such as genre, the auteur, does each text’s structure reflect the themes of transcul- narrative, stardom and acting, spectatorship, and audiences turation and immigration? How does each writer and are all considered. Students will explore the main aspects director use language(s)? Why are most of these texts written of film form (mise-en-scene, editing, sound, cinematography, or performed primarily in English? Why do they narrate etc.) and the development of the film industry. In addition, the experiences of young adolescents who emigrate to the some consideration will be given to non-traditional films and United States? How has the existing body of critical studies filmmaking such as the avant-garde and art cinema, and notions on these texts affected the production of a Latino canon? of national and world cinemas will be introduced. Includes Prerequisite: LTE 140 or equivalent. This course satisfies the weekly screenings of important cinematic texts, including Humanities requirement in the Core curriculum. foreign films subtitled in English. Students may receive credit Guerrero-Watanabe/Three credits for ENG 217 or CLT 217, but not for both. This course satisfies the Humanities requirement in the Core curriculum. CLT 266 ITALIAN CINEMA Kercher/Three credits The course provides an introduction to Italian cinema. Students will explore the nature of neorealism, the hallmark CLT 225 DANTE’S COMEDY of the Italian cinematic tradition, through an examination Close reading and discussion of Dante Alighieri’s Divine of the development of the film industry, the socio- Comedy in translation. Particular attention to Dante’s life historical situation, and the literary tradition within the and times in relation to his writing of the Comedy and to Italian peninsula. The study of neorealism, which involves significant historical, literary, philosophical, and theological discussion of directed readings and screenings of classics

43768_11_Language.indd 130 7/19/13 2:29 PM 43768_11_Language.indd 131 Staff/ (Fall) and oralcomprehension.Work withvideoandaudiotapes. components. Theemphasisin thiscourseisonspeaking who need a review of basic vocabulary and grammatical For studentswithnopreviousknowledgeofFrenchor FRE 101 largely orentirelyinFrench,unlessotherwisespecified. All courses,whetherlower-division orupper-division, are conducted FRENCH (FRE) Staff/ in theCorecurriculum. professor. ThiscoursesatisfiestheHumanitiesrequirement Subject and/orauthorsstudiedtobechosenwithapprovalof CLT 299 Leone/ Choquette, Edmonds,Farough,Gazin-Schwartz,Kisatsky, curriculum. course satisfiestheHumanitiesrequirementinCore North Americafromthe19thcenturytopresent.This plinary andtheconcentrationofcourseisonwomenin from various perspectives. The basic approach is interdisci examine thethinkingaboutwomenatvarioustimesand and appraisetheexperiencesofwomen;critically of andthelimitedopportunitiesforwomen;examine and theirroles;emphasizethefullrangeofcontributions course willdevelopacoherent,integratedviewofwomen This courseisanintroductiontothestudyofwomen.The CLT/HIS/ PSY/SOC285 Kercher/ (Spring) satisfies theHumanitiesrequirementinCorecurriculum. representations ofwomenindifferentcultures.Thiscourse are screenedtoenablestudentsappreciatethecritique torship. Films from both Hollywood and world cinema Special attentionisgiventoissuesofmelodramaandspecta sexuality andinterpretfilmsinlightofthesereadings. important criticalessaysonhowfilmsrepresentfemale during the early years of the film industry. Students analyze and entrepreneurs—among other positions—especially It exploresthehistoryofwomenasdirectors,scriptwriters, cinema, both as makers of film and as objects of the camera. This courseseekstounderstandtheroleofwomenin CLT 276 Bonanno/ satisfies theHumanitiesrequirementinCorecurriculum. meetings whenrunningtimesareextended.Thiscourse Films maybescreenedattimesotherthanregularclass such asFellini,Antonioni,Bertolucci,Pasolini,andothers. examination ofensuingmovementsandItalian“auteurs,” by Rossellini,DeSica,andVisconti, providesabasisforthe Three credits Three credits Three credits Three credits Three credits FRENCH I INDEPENDENT STUDY WOMEN AND FILM WOMEN’S STUDIESI: IMAGES - - be usedtopromotediscussionandasabasisforwritten skits, videos,andconversationpractice.Frenchfilmswill advanced aspects of French grammar, as well as readings, A continuation of French III with an introduction to more FRE 104 Zielonka, Staff/ (Fall) two or three years of high school French, or equivalent. hension ofthespokenlanguage.Prerequisite:French102, French grammar, andcorrectpronunciationcompre in theFrenchlanguage.Thecoursewillstressareviewof Continued developmentofcommunicativecompetency FRE 103 Staff/ equivalent. (Spring) French 101,oneortwoyearsofhighschoolFrench, and writing.Work withvideoandaudiotapes.Prerequisite: language skills:oralcomprehensionandexpression,reading, Continuation ofFrenchI,aimedatdevelopingstudents’ FRE 102 significant currentsinFrench literature fromChansonde Reading andanalysisofworks representativeofthemost FRE 251 Zielonka/ structures. Prerequisite:FRE140orequivalent. languages. Includesareviewofadvancedgrammatical major stylisticdifferencesbetweentheFrenchandEnglish selected texts designed to make the student aware of the Readings, discussion,writtenexercises,andtranslationof FRE 240 Zielonka/ course fulfillstheCorerequirementinLiterature. poetry, anddrama.Prerequisite:FRE120orequivalent. This close readingandanalysisofselectionsfromFrenchprose, and structureofthevariousgenresliteraturethrough This courseisdesignedtoacquaintthestudentwithform FRE 140 Zielonka/ uisite: FRE104orequivalent. discussion andasabasisforwrittenassignments.Prereq Literary andculturaltextsfilmwillbeusedtopromote skills whileprovidingareviewofgrammaticalstructures. their proficiencyinFrench.Itwilldevelopstudents’oral This courseisdesignedforstudentswhowishtoenhance FRE 120 Zielonka, Staff/ an equivalentcourse.(FallandSpring) assignments. ForstudentswhohavecompletedFRE103or Three credits Three credits Three credits Three credits LANGUAGE GRAMMAR REVIEW FRENCH IV FRENCH III FRENCH II MAIN CURRENTSOFFRENCH LITERATURE I TECHIQUES OF TRANSLATION INTRODUCTION TO LITERATURE: FRENCH FRENCH V: CONVERSATIONAL FRENCH AND Three credits Three credits - - 7/19/13 2:29 PM MODERN AND CLASSICAL LANGUAGES 131 132 MODERN AND CLASSICAL LANGUAGES AND CULTURES

Roland to Voltaire. Prerequisite: FRE 140. This course conventions of the 17th Century and comparisons between satisfies the Humanities requirement in the Core curriculum. playwrights. Prerequisite: any Main Currents course. This (Fall) course satisfies the Humanities requirement in the Core Zielonka/Three credits curriculum. Zielonka/Three credits FRE 252 MAIN CURRENTS OF FRENCH LITERATURE II Reading and analysis of works representative of the most FRE 350 ROMANTICISM significant currents in French literature from Chateaubriand In this course students will discover one of the most to Camus. Prerequisite: FRE 140. This course satisfies the influential movements in French literature: Romanticism. Humanities requirement in the Core curriculum. (Fall) Marketing a reaction against the Classicism of the previous Zielonka/Three credits two centuries, this movement dominated the French literary scene in the first half of the 19th century. The course will FRE 301 ADVANCED FRENCH COMPOSITION begin by tracing the origins of Romanticism in certain The purpose of the course is to learn to write clear and works of the late 18th century, before embarking on the accurate French, as well as to develop effective composi- study of representative Romantic texts in all three literary tional technique for narrative or persuasive essays. Selected genres: poetry, prose and theater. In addition, we will prose passages are studied as written models. Prerequisite: look at Romantic characteristics in the art and music of FRE 251 or 252, or permission. the period. Prerequisite: any Main Currents course. (This Zielonka/Three credits course satisfies the Humanities requirement in the Core curriculum.) FRE 302 ADVANCED FRENCH ORAL EXPRESSION Zielonka/Three credits An advanced course for students who desire greater fluency while continuing to increase their proficiency in pronunciation FRE 354 19TH-CENTURY FRENCH FICTION and intonation. (Fall) Prerequisite: any Main Currents course. Close reading of representative novels of the 19th century, Zielonka/Three credits with emphasis on the works of Balzac, Stendhal, Flaubert, and Zola. Prerequisite: any Main Currents course. This FRE 310 FRENCH CULTURE AND CIVILIZATION course satisfies the Humanities requirement in the Core An analysis of what constitutes the French way of life as curriculum. seen in the arts, the social structure, the philosophy, and the Zielonka/Three credits history of France from the French Revolution to the present. Prerequisite: any Main Currents course. FRE 361 20TH-CENTURY DRAMA Zielonka/Three credits Close reading of representative plays of the 20th century by authors such as Claudel, Giraudoux, Anouilh, Sartre, FRE 313 FRANCOPHONE AFRICAN LITERATURE Ionesco, and Beckett. Discussion of theatrical and dramatic This course will study the works of literature, written in techniques characteristic of each playwright. Prereq- French, in the countries of Africa that were part of the uisite: any Main Currents course. This course satisfies the colonial empire of France and achieved their independence Humanities requirement in the Core curriculum. around 1960. Readings will include works of fiction and Zielonka/Three credits poetry from North Africa (a region known as the Maghreb): Morocco, Tunisia and Algeria, as well as from Sub-Saharan FRE 364 CONTEMPORARY FRENCH FICTION Africa: Mali, Senegal, Cameroon, Guinea, the Congo, Close reading and analysis of works representative of the and Ivory Coast. The course also examines the colonial most significant currents of modern and contemporary prose history of the French presence in Africa, the struggles for fiction in France from Gide and Proust to the “nouveau independence, and major developments in literature, society roman.” Prerequisite: any Main Currents class. This course and culture, including film, since then. A consistent theme is satisfies the Humanities requirement in the Core curriculum. the search for an identity, amid the diversity and fragmen- Zielonka/Three credits tation of post-colonial Africa, and the many social and political problems that persist there. This course satisfies FRE 366 TOPICS IN FRENCH CINEMA the Humanities requirement in the Core curriculum. The main aims of this course will be to use French cinema Pre-requisite: any Main Currents course. to improve students’ knowledge of and interest in French Zielonka/Three credits culture and history; to discuss how films can portray historical events, and to think about the techniques and FRE 332 MOLIERE, RACINE, AND CORNEILLE: aesthetics of film-making. Films used in the course will MASTERPIECES OF FRENCH THEATRE illustrate different aspects of French culture and give a Students will study plays by the great classical dramatists picture of contemporary life at the time in which they are Corneille, Moliere, and Racine. Close readings of the set. Some may center on important social or historical plays will alternate with general discussions of theatrical moments. Topics may vary by semester. In addition to

43768_11_Language.indd 132 7/19/13 2:29 PM 43768_11_Language.indd 133 Solbakken/ of class.Prerequisite:GER102or equivalent.(Fall) Systematic reviewofgrammar. Gradedreadings.Three hours GER 103 Solbakken/ (Spring) computer software.Prerequisite:German101orequivalent. language skills.Threehoursofclassworkwithtapesand Continuation ofGermanI.Aimedatfurtherdevelopingthe GER 102 Solbakken/ with tapesandcomputersoftware.(Fall) expression, reading,andwriting.Threehoursofclasswork developing beginningskillsinoralcomprehensionand An introductiontotheGermanlanguageaimedat GER 101 largely orentirelyinGerman,unlessotherwisespecified. All courses,whetherlower-division orupper-division, areconducted GERMAN (GER) Staff/ professor. Subject and/orauthorsstudiedtobechosenwithapprovalof FRE 401–409 Staff/ 401–409 FRE Zielonka the Corecurriculum. course.(This coursesatisfiestheHumanitiesrequirementin prose passagesandaplay. Prerequisite:anyMainCurrents of the texts studied will be poems, but we will also analyze interpretation of shortselections from Frenchliterature. Half Explication oftextsaspracticedinFrance:detailedstudyand FRE 392 Zielonka/ Humanities requirementintheCorecurriculum. uisite: anyMainCurrentscourse.Thiscoursesatisfiesthe different poeticmovementswillbeanalyzed.Prereq and 20thcenturies.Characteristicsofdifferentpoets centuries, butconcentratesmostlyonpoetryofthe19th some selectionsfromtheMiddleAgesand16th/17th A closereadingofrepresentativepoems.Thecourseincludes FRE 390 Zielonka/ the HumanitiesrequirementinCorecurriculum. French. Prerequisite:FRE251or252.Thiscoursesatisfies covered bythefilms.Thecoursewillbeconductedin short historicalandliterarytextsconcerningtheperiods viewing sevenoreightmovies,studentswillreadseveral Three credits Three credits /Three credits Three credits Three credits Three credits Three credits Three credits GERMAN III GERMAN II GERMAN I EXPLICATION DE TEXTE INTRODUCTION TO FRENCHPOETRY INDEPENDENT STUDY SPECIAL TOPICS - Subject and/orauthorsstudiedtobechosenbystudentwith GER 299 Solbakken/ 295 GER Solbakken/ Humanities requirementintheCorecurriculum. work inGerman.SameasCLT 251.Thiscoursesatisfiesthe Students ofGermanwillbeexpectedtodosomethe the 1972NobelPrizewinnerforliterature,willbediscussed. former EastGermanwriterChristaWolf, andHeinrichBoll, Mann, andBrecht,morerecentwriterslikeGunterGrass, addition tosuchwell-establishedauthorsasKafka,Hesse, works ofavariety20th-CenturyGermanwriters.In This courseisdesignedtofamiliarizestudentswiththe GER 251 Solbakken/ of class.Prerequisite:GER103orequivalent.(Spring) Systematic reviewofgrammar. Gradedreadings.Threehours GER 104 Catto/ 301 GRK Catto, Staff/ satisfies theHumanitiesrequirementinCorecurriculum. Open tostudentswhohavecompletedGreek201.Thiscourse Sophocles andEuripides,orthecomediesofAristophanes. The classwillreadselectionsfromthetragediesofAeschylus, GRK 202 Catto/ Greek isrequiredforadmission. or—with permissionofinstructor—oneyearhighschool Plato’s advanced pointsofGreeksyntax.Selectedreadingsfrom Review ofbasicgrammar andintroduction tothemore GRK 201 Catto, Staff/ cultural material.Prerequisite:Greek101orequivalent(Spring) A continuationofElementaryGreekwithincreasedattentionto GRK 102 Catto, Staff/ with understandingandfacility. (Fall) vocabulary whichwillenablestudentstoreadGreektexts and culture. Emphasis on the grammatical structures and An introduction to classical Greek language, literature, GRK 101 GREEK (GRK) Solbakken/ approval ofprofessor. Three credits Three credits Apology ofSocrates Three credits Three credits Three credits Three credits INDEPENDENT STUDY SPECIAL TOPICS MODERN GERMANMASTERPIECES GERMAN IV SPECIAL TOPICS GREEK IV GREEK III GREEK II GREEK I Three credits Three credits Three credits . ThecompletionofGreek101–102, 7/19/13 2:29 PM MODERN AND CLASSICAL LANGUAGES 133 134 MODERN AND CLASSICAL LANGUAGES AND CULTURES

GRK 310 INDEPENDENT STUDY ITA 295 SPECIAL TOPICS Area and/or authors studied to be chosen by student with Bonanno, Staff/Three credits approval of professor. Catto/Three credits ITA 299 INDEPENDENT STUDY Subject and/or authors studied to be chosen with approval of ITALIAN (ITA) professor. Bonanno, Staff/Three credits ITA 101 ITALIAN I An introduction to the Italian language aimed at developing LATIN (LAT) from the beginning the language skills: oral comprehension and expression, reading, and writing. Work with tapes. (Fall) LAT 101 LATIN I Bonanno, Giufre Staff/Three credits An introduction to Latin language, literature, and culture. Emphasis on the grammatical structures and vocabulary ITA 102 ITALIAN II which will enable the student to read Latin texts with A continuation of Italian I. Aimed at developing further the understanding and facility. (Fall) language skills through oral/aural drills and graded readings. Catto, Staff/Three credits Work with tapes. Prerequisite: ITA 101 or equivalent. (Spring) LAT 102 LATIN II Bonanno, Giufre, Staff/Three credits A continuation of Latin I with increased reading of narrative passages and an introduction to cultural material. Prereq- ITA 103 ITALIAN III uisite: LAT 102 or equivalent (Spring) For students who wish to develop their knowledge of Catto, Staff/Three credits grammar in order to expand their ability to express themselves both orally and in writing. Work with tapes. LAT 201 LATIN III Prerequisite: ITA 102 or equivalent. (Fall) For the student who wishes to increase the facility and accuracy Bonanno, Giufre, Staff/Three credits with which he/she reads classical Latin. The class will consist of review of grammar and readings which focus on the daily ITA 104 ITALIAN IV lives of Romans of the first centuries B.C. and A.D. Readings Continuation of ITA 103. Prerequisite: Italian 103 or will be drawn from the prose letters of Cicero and Pliny, and equivalent (Spring) the poetry of Catullus, Horace, and Martial. Prerequisite: LAT Bonanno, Staff/Three credits 101–102, or at least two years of high school Latin. This course fulfills the Humanities Core Curriculum requirement. (Fall) Catto, Staff/Three credits ITA 120 ITALIAN V: CONVERSATIONAL ITALIAN AND GRAMMAR REVIEW LAT 202 LATIN IV This course is designed for students who wish to enhance The class will read selections from the poetry of the Golden their proficiency in Italian. The main points of Italian Period of Latin literature. Readings will be drawn primarily grammar will be reviewed and expanded through traditional from the epics of Lucretius and Vergil, and will focus on the exercises and conversations on current topics. Italian news as themes of creation and foundations. Prerequisite: LAT 201 well as magazine articles and literary excerpts will be used. or by permission of the professor. This course fulfills the Prerequisite: ITA 104 or equivalent. (Fall) Humanities Core Curriculum requirement. (Spring) Bonanno, Staff/Three credits Catto, Staff/Three credits

ITA 140 INTRODUCTION TO LITERATURE: ITALIAN LAT 301 ADVANCED READINGS IN LATIN LANGUAGE LITERATURE This course is designed to introduce students to the form Extensive reading from major authors drawn from the and structure of various genres of literature through the close following categories: Roman drama, epic, historians, oratory, reading and analysis of selections from Italian prose, poetry, philosophy, satire, and elegiac, lyric, and pastoral poetry. and drama. Prerequisite: ITA 120 or equivalent. This course Readings will change each semester in accordance with the fulfills the Core requirement in Literature. interests of the students. Prerequisites: LAT 201 and 202, Bonanno, Staff/Three credits or by permission of the professor. This course fulfills the Humanities Core Curriculum requirement. ITA 160 ITALIAN CIVILIZATION AND CULTURE Catto, Staff/Three credits This course introduces students to various aspects of Italian culture, including geographical regions, politics, film, art, LAT 310 INDEPENDENT STUDY music, social issues, and other elements of Italian civilization. Subject and/or authors studied to be chosen with approval of Prerequisite: ITA 120 or equivalent. professor. Bonanno/Three credits Catto, Staff/Three credits

43768_11_Language.indd 134 7/19/13 2:29 PM 43768_11_Language.indd 135 course provides an integratedapproachinwhich listening, knowledge ofvocabularyandgrammatical structures.The offering studentstheopportunity toexpandtheir This courseisthesecondpart ofthebeginningsequence SPA 102 Staff/ Spanish. Prerequisites:None course isintendedforstudentswithnopriorcourseworkin vocabulary andgrammaticalstructuresarecovered.This speaking, reading and writing are developed. Basic thematic course providesanintegratedapproachinwhichlistening, an awareness and appreciation of Hispanic cultures. The acquire communicativeskillsinSpanishandtodevelop This beginningcourseoffersstudentstheopportunityto SPA 101 largely orentirelyinSpanish,unlessotherwisespecified All courses,whetherlower-division orupper-division, areconducted SPANISH (SPA) Staff/ taught regularlyintheDepartment,suchasChinese. First andsecondsemesteroflanguagesotherthanthose LNG 101&102 Staff/ LIN 399 Staff/ warranted. may changeeachtimethecourseisoffered.Offeredwhen Designed topermitthestudyofaselectedtopicwhich LIN 391 Staff / course fulfillsthesocialscienceCoreCurriculumrequirement. speaker, addressee, audience, topic, channel, and setting). This particular communicativeoccasions(theinterrelationsof and geographicarea,forexample),whatspeakersdoon belong to(socialclass,ethnicgroup,sex,age,occupation phenomenon. Importanceofthevariousgroupsspeakers The dynamicsoflanguageasasocialandcultural LIN 221 Staff/ Curriculum requirement. of instructor. Thiscoursefulfillsthesocialscience Core variation andchange.Opentofreshmenwithpermission of sounds,words,andsentences;meaning;language communication; language acquisition; the structure a systemofhumanknowledge.Topics includeanimal of modernlinguistics,withanemphasisonlanguageas An introductiontothebasictheory, methods,andfindings LIN 101 LINGUISTICS (LIN) Three Credits Three credits Three credits Three credits Three credits Three credits SPANISH II SPANISH I INDEPENDENT STUDY INLINGUISTICS SPECIAL TOPICS INLINGUISTICS SOCIOLINGUISTICS INTRODUCTION TO LINGUISTICS LANGUAGES SPECIAL OFFERINGSIN . SPA 120 Staff/ equivalent. (FallandSpring) Hispanic people,art,andliterature.Prerequisite:SPA 103or Cultural topicspresentinsightsintothecharacteristicsof selections aredevelopedthroughaprocessapproach. Integration ofallskills.Readingskillsusingcontemporary SPA 104 Staff/ school Spanish,orequivalent.Mediafee$15.(FallandSpring) media. Prerequisite: SPA 102, ortwo orthree years of high Spanish languageandHispaniccultureincludingavarietyof Continued development of communicative competency in SPA 103 Spanish Staff/ 101, oronetwoyearsofhighschool and avarietyoforalwrittenactivities.Prerequisites:SPA fosters awareness of Hispanic cultures throughshortreadings speaking, readingandwritingaredeveloped.Thecourse and discourse used when dealing with goods and services, student withasolidfoundation in Spanishthevocabulary locally, intheUnited States,andabroad.Itprovidesthe effectively inanincreasinglyimportant commerciallanguage This courseenhancesthestudent’s abilitytofunction SPA 126BUSINESS SPANISH II Kercher/ informed decisions.Prerequisite:SPA 104orequivalent. importance formanagersandleaderswhomustmake skills usedfrequentlyintheworldofbusinessandspecial and interpretingactivities,cross-culturalcommunication to beconductedprimarilyinSpanish,willincludetranslating able toconductbusinesssuccessfullyinSpanish.Thecourse, the Spanish-speakingworld,astheseareessentialtobeing student’s geographicliteracyandculturalunderstandingof and humanresources.Thecoursewillalsodevelopthe equipment; the modern business office and communications; management; bankingandaccounting;property with the legal constitution of different types of companies; Spanish inthevocabularyanddiscourseusedwhendealing course providesthestudentwithasolidfoundationin locally, throughouttheUnitedStates,andabroad.The effectively inanincreasinglyimportantcommerciallanguage This courseenhancesthestudent’s abilitytofunction SPA 125 Staff/ Prerequisite: SPA 104orequivalent.(FallandSpring) points ofviewoncurrentissueswithacceptablecorrectness. everyday topics, read material ofaveragedifficulty, and express students tounderstandlecturesinthelanguage,converseon grammatical structures.Themain objective istoenable in Spanish, while increasing vocabulary and reviewing This coursehelpsdeveloporallanguagecompetency Three credits Three credits Three credits Three credits AND GRAMMARREVIEW SPANISH V: CONVERSATIONAL SPANISH SPANISH IV SPANISH III BUSINESS SPANISH I Three Credits 7/19/13 2:29 PM MODERN AND CLASSICAL LANGUAGES 135 136 MODERN AND CLASSICAL LANGUAGES AND CULTURES

marketing, finance, foreign market entry, and import-export. and thematic developments in the literature of this period The course also develops geographic literacy and cultural through the reading and analysis of representative selections understanding of the Spanish-speaking world, as these are from major authors and their works. Prerequisite: SPA 140. central to being able to conduct business successfully in This course satisfies the Humanities requirement in the Core Spanish. The course, to be conducted primarily in Spanish, curriculum. will also include translating and interpreting activities, Leone, Staff/Three credits language skills frequently used in the world of business and of special importance for managers and leaders who must SPA 253 MAIN CURRENTS OF SPANISH-AMERICAN be able to communicate effectively and make well-informed LITERATURE I decisions. Please note that SPA 125 and 126 are not A critical study of literary periods and movements sequential. Prerequisite: SPA 104 or equivalent. from pre-Columbian literature to the end of Realism Kercher/ Three credits and Naturalism. Reading and analysis of representative selections from major works. Not open to students who SPA 140 INTRODUCTION TO LITERATURE: SPANISH have taken SPA 256. (Fall) Prerequisite: SPA 140. This LANGUAGE course satisfies the Humanities requirement in the Core Designed for students to become active readers of literature curriculum. and develop skills. The students are introduced to the form Grijalva/Three credits and structure of various genres of literature through the close reading and analysis of selections from Spanish and Spanish- SPA 254 MAIN CURRENTS OF SPANISH-AMERICAN American prose fiction, poetry, and drama. Prerequisite: SPA LITERATURE II 120 or equivalent. This course fulfills the Core requirement A critical study of the most significant currents in Spanish- in Literature. (Fall and Spring) American literature from Modernism to the present. Reading Staff/Three credits and analysis of representative selections from major works. Prerequisite: SPA 140 This course satisfies the Humanities SPA 210 PROBLEMS IN SPANISH GRAMMAR requirement in the Core curriculum. For students at an advanced level who need a systematic Guerrero-Watanabe, Kercher, Loustaunau/Three credits review of Spanish morphology and syntax. Emphasis will be placed on special problems such as the use of subjunctive, SPA 301 ADVANCED SPANISH COMPOSITION prepositions, and pronouns, and “ser/estar.” Particular An advanced course in writing, with an emphasis on problems of members of the class will also be considered. creativity and development of syntax, vocabulary, and style. (Fall) Prerequisite: SPA 140 or equivalent. Study of prose models in a variety of styles. (Spring) Prereq- Staff/Three credits uisite: any Main Currents course. Staff/Three credits SPA 220 SPANISH COMPOSITION Designed to develop skills in descriptive, narrative, and SPA 302 ADVANCED SPANISH ORAL EXPRESSION expository writing in Spanish, this course emphasizes the A systematic study of various forms of public discourse process of writing. It deals with strategies for generating and through discussion and debate on controversial issues. organizing ideas through pre-writing, composing, writing, Designed for students with a sophisticated command of and editing. Writing activities help expand and refine Spanish who seek to increase their fluency and develop grammatical structures, range of vocabulary, and rhetorical cultural awareness. Prerequisite: any Main Currents course. techniques. Not open to students who have completed SPA Guerrero-Watanabe/Three credits 301. Prerequisite: SPA 140 or equivalent. (Spring) Grijalva, Loustaunau,Staff/Three credits SPA 310 SPANISH CULTURE AND CIVILIZATION I General background: history, geography, art, and social SPA 251 MAIN CURRENTS OF SPANISH LITERATURE I structures. Detailed analysis of Medieval, Renaissance, and A survey of classical Spanish literature from The Cid Golden Age life and culture in Spain. Assigned readings to Calderon. Students will be introduced to the study of and written reports. Prerequisite: any Main Currents peninsular literature through the reading and analysis of course. representative selections from the major works produced Staff/Three credits during this period. Prerequisite: SPA 140. This course satisfies the Humanities requirement in the Core curriculum. SPA 311 SPANISH CULTURE AND CIVILIZATION II Staff/Three credits Modern Spain: detailed analysis of the period following the War for Independence (1808). Special emphasis will SPA 252 MAIN CURRENTS OF SPANISH be placed on Spain’s political climate, the Civil War of LITERATURE II 1936–39, and the post-Franco democratic revival. Prereq- A survey of modern Spanish literature from Romanticism to uisite: any Main Currents course. the present. Students will be introduced to the major generic Kercher/Three credits

43768_11_Language.indd 136 7/19/13 2:29 PM 43768_11_Language.indd 137 chronicles and other literary genres. In addition, students will chronicles andotherliterarygenres. Inaddition,studentswill relationship betweenliteratureand journalism,andbetween journalist-literary writersinLatin America.We willdiscussthe violence, andmoderncities have beenrepresentedby In this course students will learn about how urban life, SPA 380 Kercher/ Humanities requirementintheCorecurriculum. uisite: anyMainCurrentscourse.Thiscoursesatisfiesthe vary bysemester. ThiscourseistaughtinSpanish.-Prereq Spanish directorsfromthe1950stopresent.Topics will through closeanalysisanddiscussionoffilmsmajor This coursepresentsissuesofSpanishcultureandhistory SPA 366 Leone/ requirement intheCorecurriculum. Currents course.ThiscoursesatisfiestheHumanities 21st-Century Spanish authors. Prerequisite: any Main Close reading and analysis of prose works by 20th and SPA 365 Staff/ satisfies theHumanitiesrequirementinCorecurriculum. papers. Prerequisite:anyMainCurrentscourse.Thiscourse enjoyment oftheauthor’s artandthought.Discussionshort masterpiece, concentratingontheunderstandingand Close readingandanalysisofthecompletetextCervantes’ SPA 334 Leone/ the HumanitiesrequirementinCorecurriculum. Prerequisite: any Main Currents course This course satisfies identities ofnation,class,gender, sexuality, andethnicity. examine literature,films,andmassmediatoconsiderthe theory andculture, understood as textsandpractice, we will changes ofthetwentieth-andtwenty-firstcenturies.Reading contemporary Spaininthecontextofpoliticalandsocial This coursefocuseson the multiplicityofidentity in SPA 317 Grijalva, Guerrero-Watanabe/ American nations.Prerequisite:anyMainCurrentscourse. intellectual and artistic achievements of the Spanish- independence, andcontemporarytimesasseeninthe Detailed analysis of life and culture during the period of SPA 313 Grijalva/ course. NotopentostudentswhohavetakenSPA 256. social structure,andthought.Prerequisite:anyMainCurrents and colonial times through the study of history, art, music, Detailed analysisoftheMaya,Aztec,andIncacivilizations, SPA 312 Three credits Three credits Three credits Three credits Three credits IIIAIN II ­CIVILIZATION I ­CIVILIZATION LATIN AMERICAN CHRONICLES TOPICS INSPANISH CINEMA CONTEMPORARY SPANISH NOVEL CERVANTES: ELQUIJOTE BORDER IDENTITIESINSPAIN SPANISH-AMERICAN CULTURE AND SPANISH-AMERICAN CULTURE AND Three credits - Latin Americanwritersinthesecondhalfoftwentieth Magical realismreferstoaspecificsetofnarrativeworksby SPA 384 Loustaunau/ requirement intheCorecurriculum. Main Currentscourse.ThiscoursesatisfiestheHumanities social developmentsoftheircountries.Prerequisite:any been responsivetoworldcurrentsandthecultural theater. The playwrights discussed will be those who have focus willbeonsignificantmovementsinSpanish-American from thesecondhalfof20thcenturytopresent.The Close readingandanalysisofrepresentativeplaywrights SPA 381 Grijalva/ requirement intheCorecurriculum. Main Currentscourse.ThiscoursesatisfiestheHumanities Spanish writingwillbeamajorrequirement.Prerequisite:any States anditsinfluenceoverLatinAmericanwriters.Intensive examine someworksofthe“NewJournalism”inUnited Kercher/ curriculum. This coursesatisfiestheHumanities requirementintheCore is taughtinSpanish.Prerequisite: anyMainCurrentscourse. sequence analysisandfilmvocabulary inSpanish.Thecourse ethnicity. Thiscoursealsointroducesthestudent tobasic such asdevelopment,nationalidentity, class,gender, and films interpretimportantsocio-historicalandculturalissues, foremost Mexico,CubaandArgentina.Itexploreshowthese from themajornationalfilmindustriesofLatinAmerica, This coursefocusesonkeyfilmsofthelastsixtyyears SPA 386 Guerrero-Watanabe/ the HumanitiesrequirementinCorecurriculum. Prerequiste: anyMainCurrentscourse.Thiscoursesatisfies magical realismaffectscurrentmodesofliteraryproduction. have theopportunitytoanalyzemorerecenttextsseehow Eva Luna texts like Borges and Julio Cortázar, andthen move on to more seminal pre-cursors ofthemovement,suchasArgentineansJorge these fantastictextswillbeginwithadiscussionofpossible a mimeticapproachtofictionalproduction.Ourstudyof the unexplained,mainbodyoftextalwaysfollows landscape. Althoughthetextsincorporatetheseburstsof enters ormanifestsitselfinthisseemingly“real”literary in thestory. Theelementofmagicorthesupernaturalthen language designedtocreatearealisticsettingandcharacters that helpdefinetheseworksincludetheuseofrich,detailed criticism andtheory. Thetextualstrategiesandtechniques number ofprimarytextsalongwithallthepertinentliterary understanding of this literary movement by analyzing a key century. Thiscoursewilldevelopamorecomprehensive by Isabel Allende. In the last few weeks, students will byIsabelAllende.Inthelastfewweeks,studentswill Three credits Three credits Cien años de soledad Three credits OF THE FANTASTICOF THE DRAMA MAGICAL REALISM AND THE LITERATURE CONTEMPORARY SPANISH AMERICAN LATIN AMERICAN CINEMA Three credits by Gabriel García Márquez and byGabrielGarcíaMárquezand 7/19/13 2:29 PM MODERN AND CLASSICAL LANGUAGES 137 138 MODERN AND CLASSICAL LANGUAGES AND CULTURES

SPA 387 MODERNISMO texts by Sor Juana, Avellaneda, Castellanos, Poniatowska, A comparative study of Modernismo in Spanish-American Allende, Ferré Gambaro, Menchú Cisneros, Prida, and poetry and its manifestations in Spain, with an emphasis on Agosín, among others, along with selected critical studies. the work of Martí Nájera, Darío, Silva, Lugones, Chocano, Readings vary by semester. Prerequisite: any Main Currents Reissig, the Machados, Jiménez, and Valle-Inclán. Prereq- course. This course satisfies the Humanities requirement in uisite: any Main Currents course. This course satisfies the the Core curriculum. Humanities requirement in the Core curriculum. Grijalva/Three credits Guerrero-Watanabe/Three credits SPA 401–409 SPECIAL TOPICS IN SPANISH SPA 396 SPANISH-AMERICAN/LATINA WOMEN Staff/Three credits WRITERS This course explores the work of Spanish-American women SPA 410–419 INDEPENDENT STUDY IN SPANISH writers and Latina writers of the United States. The main Subject and/or authors studied to be chosen with approval of objective is to examine key authorial strategies as they relate professor. to race and gender issues, class distinction, ideology, social Staff/Three credits conventions, and cultural identities. Students read literary

43768_11_Language.indd 138 7/19/13 2:29 PM 43768_12_Science.indd 139 different institutionsthatoffer degreesinthehealth study. The Departmenthasagreementswithseveral (Dr. StevenTheroux) whendesigningtheircourseof academic advisorsandtheHealth ProfessionsAdvisor their choice.Theseindividuals shouldconsulttheir for admission to the health profession schools of professions must complete the necessary prerequisites medicine, dentistryoroneofthemanyotherhealth Department alsoofferscoursesfornon-majors. Department inplanningtheircourseofstudy. The faculty memberandaoftheEducation public schoolsystemshouldworkwithascience interested inteachingbiologyorchemistrythe Medical SchoolandtheBiotechnologyPark).Students nearby institutions(e.g.,UniversityofMassachusetts opportunities areavailableattheCollegeand Human ServicesandRehabilitationStudies.Research and OccupationalTherapywiththeDepartmentof Physics, anditco-sponsorsaconcentrationinPhysical Biology, Environmental Science, Chemistry, and Chemistry. TheDepartmentalsooffersminorsin with aConcentrationinEnvironmentalPolicy, and Environmental Science, Environmental Science and Behavior, BiotechnologyandMolecularBiology, Biology, BiologywithaConcentrationinNeuroscience The DepartmentofNaturalSciencesoffersmajorsin OPTIONS PROGRAMS OFSTUDYANDCAREER curriculum intheCatholictradition. for life-long learning in the context of a liberal arts professional opportunitiesinthesciencesaswell The departmentpreparesstudentsforcareersand communication, and correlation of scientific concepts. stressed: observation,inquiry, datacollection,analysis, and itsapplication,thefollowingcriticalskillsare developing anunderstandingofthescientificprocess porary scientificconceptsintheseareas.While provide abasicunderstandingofclassicalandcontem and scientificinquiry. Thedepartmentstrivesto world byensuringcompetencyinthenaturalsciences preparing studentstoliveandworkinachanging The Department of Natural Sciences is dedicated to MISSION STATEMENT Meunier (ProfessorEmeritus),MaryPickering. Gonet, SandraNedelescu,NedaMashoon,HubertG. Thaya Paramanathan,RichardWarby; McCready, Davie, AislingS.Dugan,GlennA.C.Jones,Jessica (Chairperson) Hauri MicheleL.Lemons,KimberlyA.Schandel Professors Niece, OwenD.V. Sholes,StevenJ.Theroux; Professors Students whowanttopursuecareersin : : StuartI.Cromarty, EdwardJ.Dix,BrianK. DavidCrowley, GeorgiY. Georgiev, James Visiting Instructors Assistant Professors: : ElissaKraus,LeslieBlair, ElizabethA.Colby Lecturers: Associate John - intellectual propertylaw. Sciencestudentsinterestedin interested inpracticingenvironmentallawor interested inthelegalprofession,especially those Management. Thereareseveraloptionsforstudents in EnvironmentalScienceManagementandForestry we offer combined BA and Master’s degree programs graduate schools.InconjunctionwithDukeUniversity Department ofMathematicsandComputerScience. students should contact ProfessorJospehAlfanointhe Dame tocompleteengineeringstudies.Interested in math and science before transferring to Notre Assumption Collegecompletingfoundationalcourses of NotreDame.Studentsspendthreeyearsat program of study in Engineering with the University Professor StevenTheroux. these agreementswiththeHealthProfessionsAdvisor, Studies, Nursing,orBiotechnologyshoulddiscuss Physical Therapy, Optometry, PhysicianAssistant Osteopathic Medicine,PodiatricPharmacy, professions. StudentsinterestedinAllopathicor may participateinseminars, independentstudy, advanced studyinBiologyand relatedareas.Students writing. Electivecoursesprovide aguidedchoiceof results, andpresenttheirconclusions orallyandin to observe,askquestions,test hypotheses,analyze gives studentstechnicalexpertise,andhelpsthem and contemporaryideasinBiology. Laboratorywork encourage studentstosynthesizethebestofclassical that underliesthediversityoflifeforms.Lectures investigate andappreciatetheunityoffunction A Major in Biology teaches students how to MAJOR INBIOLOGY government, orlegalprofession. in the health professions, business management, in elementary, secondaryandhighereducation,or and chemical industries. They can also develop careers management, or in the biotechnology, pharmaceutical students can pursue research careers in environmental completion oftheappropriategraduateprogramour of thehealthprofessions,businessorlaw. Uponthe our studentspursuegraduatestudiesinscience,one government, orinaneducationalsetting.Someof degree insciencecanpursueemploymentindustry, Professions Advisor, Dr. StevenTheroux. certificate programcanbeobtainedfromtheHealth medicine, dentistry, pharmacy, etc.)Detailsaboutthis admission toahealthprofessionsprogram(e.g., other thanBiologyandwhoareinterestedinpursing for thosewhohaveabachelorsdegreeinanarea see ProfessorStevenTheroux. the learningmoreaboutalloftheseprogramsshould The Collegealsohasagreementswithseveral The Collegehasestablishedacollaborative Students whograduatewithanundergraduate The Department offers a post-graduate program DEPARTMENT OFNATURAL SCIENCES 7/19/13 2:30 PM NATURAL SCIENCES 139 140 DEPARTMENT OF NATURAL SCIENCES

internships and summer research. With its flexibility, behavior. Students who choose this concentration the major prepares students for careers in industry, are also encouraged to do internships or independent education, and the health professions. The major also studies in laboratories studying neurobiology or the prepares students for further study in graduate and biological basis of behavior.Individuals who complete professional schools. the requirements of the major will be prepared to pursue work in the biotechnology and pharmacology industries Required Courses (16) or in other life science organizations. They will also be Biology majors should take CHE 131 and BIO 160 in eligible to pursue graduate studies in neuroscience or their first semester. the health professions.

BIO 160 Concepts in Biology Required Courses (17) BIO 210 Genetics Biology majors should take CHE 131 and BIO 160 in CHE 131–132 General Chemistry I & II their first semester. CHE 201–202 Organic Chemistry I & II MAT 114 (or higher) Elementary Functions (or BIO 160 Concepts in Biology higher) BIO 210 Genetics PHY 201–202 General Physics I & II BIO 310 Animal Behavior BIO 415 Principles of Neuroscience One of the following Organismal Biology courses: CHE 131-132 General Chemistry I and II BIO 220 Invertebrate Zoology CHE 201-202 Organic Chemistry I and II BIO 230 Botany MAT 114 (or higher) Elementary Functions (or BIO 240 Mammalian Anatomy higher) BIO 250 Microbiology PHY 201-202 General Physics I and II PSY 101 General Psychology One of the following courses emphasizing Molecular Systems: Choose at least 3 of the following: BIO 340 Molecular and Cellular Biology BIO 220 Invertebrate Biology BIO 370 General Physiology BIO 240 Mammalian Anatomy BIO 410 Immunology BIO 340 Molecular and Cellular Biology BIO 420 Developmental Biology BIO 370 General Physiology BIO 480 Seminar in Life Sciences: One of the following courses considering Organisms & Neuroscience topic Environment: BIO 360 Ecology Choose at least 2 of the following: BIO 320 Evolution PSY 225 Research Methods in Psychology BIO 310 Animal Behavior PSY 350 Perception BIO 430 Comparative Physiology PSY 351 Physiological Psychology PSY 352 Cognitive Psychology Electives PSY 353 Psychology of Learning Four additional three or four credit electives from: Biology at the 200-level or above; or CHE Suggested (but not required) courses: 414 Biochemistry; or BIO 480 Seminar in the Life PSY 265 Statistics Sciences. At least one course must be at the 400-level. PHI 345 Special Topics in Philosophical A maximum of two independent studies (i.e., BIO Issues – Human Nature 490 and 491) courses may be taken. Additional BIO 490–491 Independent Study in Biology independent study credits will count toward degree requirements but will not count toward the major in MINOR IN BIOLOGY Biology. Students who wish to pursue the study of life forms and functions may elect a minor in Biology. This MAJOR IN BIOLOGY WITH A course of study may appeal to students majoring CONCENTRATION IN NEUROSCIENCE in the behavioral sciences who plan a career in a AND BEHAVIOR health-related field. Ordinarily the student will begin This concentration introduces students to neuroscience with BIO 160 Concepts in Biology, adding at least and biological and psychological rationales for four Biology courses numbered above 200 in consul- behavior. It is ideal for individuals interested in tation with an advisor from the department. Courses obtaining a strong foundation in biology while pursuing taken below BIO 160 require the approval of the an interdisciplinary approach to study of human Department Chairperson.

43768_12_Science.indd 140 7/19/13 2:30 PM 43768_12_Science.indd 141 forced ustoseekremedies. Thus, thereisaneedfor itself. Anawarenessofenvironmental deteriorationhas climate, animallife,andeven thesurfaceofearth activities haveaffectedthe soil,water, vegetation, Industrial Revolutiontothe presentday. Human proceeded at an ever- accelerating rate from the evident since the beginning of civilization and has Human modification ofthe environment has been MAJOR INENVIRONMENTAL SCIENCE Strongly Recommended(butnotrequired) but willnotcounttowardthemajorinBiology. study creditswillcounttowarddegreerequirements BIO 490or491.Additionalinternshipindependent of theseelectivescanbeselectedfrominternshipsor Biology fromlevel200orabove.Amaximumoftwo Three additional three- or four-credit electives in Electives PHI 202 CHE 414 Biochemistry BIO BIO 250 210 take CHE131andBIO160intheirfirstsemester. Biotechnology andMolecularBiologymajorsshould Required Courses (17) career oremploymentinabiotechnology-basedfield. The majorisalsoexcellentpreparationforateaching in the biological sciences or in the health sciences. they graduate,studentscanpursuegraduatestudy nology laboratoriesintheWorcester area.When major are encouraged to do internships at biotech nology andmolecular biology. Students in the introduction tothetheoryandmethodsofbiotech provides abalancedfoundationinbiology, plusan physiology, immunology, andevolution.Thismajor in ourunderstandingofdevelopmentalbiology, molecular geneticshavealloweddramaticadvances applications inmedicineandindustry. Techniques of molecular level.Thechemistryofgeneticshasfound developed aroundthestudyoflivingthingsat In the past 40 years, a new biotechnology has MOLECULAR BIOLOGY MAJOR INBIOTECHNOLOGYAND PHI 321 PHY 201–202 MAT 114(orhigher) CHE 201–202 CHE 131–132 BIO 440 BIO 340 BIO 160 Ethics Microbiology Genetics Biomedical Ethics higher) Practice Biology General PhysicsI&II Elementary Functions(or Organic ChemistryI&II General ChemistryI&II Biotechnology: Theoryand Molecular andCellular Concepts inBiology - - mental Science students to earn a B.S. in Environmental mental SciencestudentstoearnaB.S.inEnvironmental agreements thatallowqualifiedAssumptionEnviron into theseareasofstudytheCollegehasestablished education orthehealthsciences.To facilitateentry mental science,environmentalmanagement,law, graduate studiesinenvironmentalengineering,environ in governmentagenciesorindustry, ortheycanpursue Colleges ofWorcester Consortium. Duke University Marine Biology Consortium, and the the MassachusettsMarineBiologyConsortium, major are eligible to take courses off campus through faculty advisorsiscrucial.Studentsinterestedinthis of courses,closecooperationbetweenstudentsandtheir toxic materials.To insurethebestchoiceandscheduling such asresourceconservation,environmentalpolicy, or within themajortofocusononeaspectoffield, physics, andmathematics.Studentscanusetheoptions of environmentalscience,includingchemistry, biology, gives students a broad foundation in the fundamentals seek solutionsforenvironmentalproblems.Thismajor men andwomentrainedtorecognize,quantify, and One ofthefollowing OR ECO 115 Statistics OR OR and BIO160intheirfirstsemester. Environmental sciencemajorsshouldtakeCHE131 Required Courses (17) the nation’s leadingenvironmentallawprogram). (which U.S.NewsandWorld Reportcurrentlyranksas Environmental LawfromtheVermont LawSchool for itsworkinEnvironmentalScience),oraJ.D. Management fromDukeUniversity(world-renowned M.S. inEnvironmentalManagementorForestry Engineering fromTheUniversityofNotreDame,a After graduation,studentscanseekemployment PHY213 GEO 103 GEO 101 PSY 265 PHY 201–202 MAT 131 MAT 117 CHE 318 CHE 201–202 CHE 131–132 BIO 360 BIO 160 ENV 480 ENV 150 ENV 120 Solving Introduction toEngineeringProblem Introduction toMeteorology Physical Oceanography Science New England Statistics Physics I&II Honors CalculusI Calculus I Environmental Chemistry Organic ChemistryI&II General ChemistryI&II Ecology Concepts inBiology Environmental ScienceSeminar Introduction toEnvironmental Environmental Historyof - - 7/19/13 2:30 PM NATURAL SCIENCES 141 142 DEPARTMENT OF NATURAL SCIENCES

ENV 350 Wetlands (consortium) Required Courses (17) Limnology/Aquatic Ecology (consortium) ENV 120 Environmental History of New England One of the following OR BIO 220 Invertebrate Zoology ENV 150 Introduction to Environmental BIO 230 Botany Science BIO 250 Microbiology ENV 480 Environmental Science Seminar BIO 350 Marine Mammals: Biology and BIO 160 Concepts of Biology Conservation BIO 360 Ecology CHE 131–132 General Chemistry I and II CHE 201–202 Organic Chemistry I and II One of the following CHE 318 Environmental Chemistry ECO 235 Environmental Economics MAT 117 Calculus I GEO 134 Conservation of Natural Resources OR GEO 252 Land Use and Planning Law MAT 131 Honors Calculus I POL 321 Public Policy PHY 201–202 Physics I and II ENV 260 Water Resources Planning and ECO 115 Statistics Management OR ENV 280 Coastal Zone Management PSY 265 Statistics (consortium) ECO 235 Environmental Economics Geographical Information Systems (consortium) GEO 134 Conservation of Natural Resources One additional 300 or above elective POL 321 Public Policy Students can choose from courses listed above which haven’t fulfilled a section requirement, as well as ENV One additional course from the list below: 491 Environmental Science Independent Study, CHE GEO 108 World Population Issues 315 Analytical Chemistry, CHE 450 Instrumental GEO 252 Land Use and Planning Law Analysis, BIO310 Animal Behavior, or an approved Worcester consortium course. An environmental policy course approved by the Department of Natural Sciences chairperson. This MAJOR IN ENVIRONMENTAL SCIENCE course can come from the offerings at Assumption, WITH A CONCENTRATION IN the Massachusetts Marine Biology Consortium, the ENVIRONMENTAL POLICY Duke University Marine Biology Consortium, or the This concentration introduces students to the principles Worcester Colleges Consortium (please consult your and theories used to develop public policies for the advisor for more information). conservation of natural resources. The program is A GIS course offered through the consortium designed for students who hope to make a substantial (strongly recommended, see your advisor or the contribution to the development of green technologies Department Chairperson for more details) and a sustainable environment. The concentration combines rigorous coursework in environmental science MINOR IN ENVIRONMENTAL SCIENCE with interdisciplinary studies in environmental policy. Students may expand their study of environmental After graduation, individuals with this concen- problems with a Minor in Environmental Science. This tration can pursue graduate study in Environmental program will appeal to students who have an interest Science or seek employment in government agencies or in the science behind environmental issues. industry (see the Assumption College/Duke University programs described below for an example of the type Required Courses (6) of graduate programs that environmental science majors ENV 120 Environmental History of may pursue). The major is also excellent preparation for New England a career in teaching, law, or the health sciences. OR Ideally, students should take CHE 131 and ENV ENV 150 Introduction to Environmental 120 or 150 in the fall semester of their first year and Science CHE 132 and BIO 160 in the spring. Students should BIO 160 Concepts in Biology choose the remaining required courses in consultation 1 additional class 200+ from Section A with their academic advisor. Students who choose 1 additional class 300+ from Section A this major after their first year should consult their 1 class from Section B academic advisor before registering for classes. ENV 480 Environmental Science Seminar

43768_12_Science.indd 142 7/19/13 2:30 PM 43768_12_Science.indd 143 in theirfirstsemester. Chemistry majorsshouldtake CHE131andBIO160 Required Courses (16) programs/natsci/articulation.aspx. described at http://www.assumption.edu/academics/ Notre Dameprogramandotheraffiliatedprogramsare contact ProfessorJosephAlfano.TheUniversityof University ofNotreDame.Interestedstudentsshould Chemical andBiomolecularEngineeringfromThe Chemistry from Assumption College and a B.S. in pursue adualdegreeprogramleadingtoB.A.in health sciences.Qualifiedchemistrymajorsmayalso for professional study inmedicine,dentistry, orother industrial employment;forteachingChemistry;or biochemistry, or some other area of science; for student canprepareforgraduatestudyinchemistry, of experimentationandinstrumentation. develop adegreeofproficiencyinthepracticalaspects scientific disciplines.Thelaboratoriesaredesignedto by relatingthesebasicareastoeachotherand to developanunderstandingoftheunityChemistry physical, biochemistry, andanalyticalchemistry, and foundation inthebasicareasofinorganic,organic, matter. Thecoursesareorganizedtoestablisha fundamental principlesgoverningthestructureof is toprovidethestudentwithknowledgeof bachelor’s degreeprogram.Theobjectiveofboth and anAmericanChemicalSociety(ACS)-approved Chemistry: thetraditionalbachelor’s degreeprogram Assumption Collegeofferstwotracksofstudyin MAJOR INCHEMISTRY Section B Section A Through awell-plannedchoiceofelectives, ENV 280 ENV 260 ECO 235 GEO 252 GEO 134 GEO 103 GEO 101 Independent StudyinEnvironmentalScience ENV 491 ENV 350 CHE 318 BIO 360 BIO 350 BIO 230 BIO 220 (consortium) Coastal ZoneManagement Management (consortium) Water ResourcesPlanningand Ethics) ­(Environmental Environmental Economics Land UseandPlanningLaw Conservation ofNaturalResources Introduction toMeteorology Physical Oceanography Environmental Science Wetlands Environmental Chemistry Ecology Conservation Marine Mammals:Biologyand Botany Invertebrate Zoology CHE 470,480,491–492.Atleastoneof among: CHE318,416,450,460, Two additional three- or four-credit courses from Electives: Junior/Senior: Junior: Sophomore: OR First Year: elect tominorinChemistry. Requiredcourses: of matterbeyondthelevelanintroductorymay Students whowishtopursuethestudyofstructure MINOR INCHEMISTRY (8) certification must: as describedabove,studentswishingtoreceiveACS determined bythedepartment. sciences. CompletionoftheACSCertifiedprogramis for employment or further study in the chemical sign of the high quality of a student’s preparation graduate schoolsrecognizeACScertificationasa by anationalscientificorganization.Employersand completed arigorousprograminchemistryapproved cation option serves asevidence that a graduate has The AmericanChemicalSociety(ACS)Certifi ­CERTIFICATION AMERICAN CHEMICALSOCIETY be countedtowardstheChemistryElectiverequirement. Study course(CHE491orCHE492)Internshipmay the electivesmustincludealab.OnlyoneIndependent • • • • Complete atleast3creditsoflaboratoryresearch. Take acoursethatincludeslabcomponentfor Take CHE450(InstrumentalChemistry)asoneof Complete PHY201H-202H,theHonorsversions CHE 414 CHE 316 CHE 315 CHE 311–312 PHY 201–202 CHE 201–202 MAT 131–132 MAT 117–118 CHE 131–132 BIO 160 MAT 131-132 MAT 117-118or CHE 201–202 CHE 131–132 their otherchemistryelective. their chemistryelectives. of GeneralPhysicsIandII In additiontocompletingtheChemistrymajor Biochemistry Inorganic Chemistry Analytical Chemistry

Physical ChemistryIandII General PhysicsIandII Organic ChemistryIandII Honors CalculusIand Calculus IandII General ChemistryIandII Concepts inBiology Calculus IandII Organic ChemistryIandII General ChemistryIandII - 7/19/13 2:30 PM NATURAL SCIENCES 143 144 DEPARTMENT OF NATURAL SCIENCES

One course in Physical Chemistry Biology – Field of Knowledge Competencies: CHE 311 Physical Chemistry I BIO 160 Concepts in Biology CHE 313 Biophysical Chemistry BIO 210 Genetics BIO 230 Botany One course in Analytical Chemistry BIO 220 Zoology CHE 315 Analytical Chemistry BIO 240 Mammalian Anatomy CHE 316 Inorganic Chemistry BIO 370 General Physiology CHE 450 Instrumental Chemistry BIO 360 Ecology CHE 131–132 General Chemistry I and II

MINOR IN PHYSICS (6) Chemistry – Field of Knowledge Competencies: Students interested in furthering their knowledge CHE 131–132 General Chemistry I and II of physics can choose to minor in this discipline. CHE 201–202 Organic Chemistry I and II Required courses for the minor are: PHY 201–202, and CHE 316 Inorganic Chemistry PHY 480. Students must also complete three of the CHE 315 Analytical Chemistry following eight courses (no more than two of the three CHE 311–312 Physical Chemistry I and II can be from the mathematics offerings): CHE 311, PHY 201–202 Physics I and II CHE 312, PHY 213, PHY 275, PHY 491, PHY 492, MAT 117–118 Calculus I and II MAT 331, MAT 351, MAT 355. OR MAT 131–132 Honors Calculus I and II STUDENT RESEARCH—SUMMER OPPORTUNITIES HEALTH SCIENCE PROGRAMS A growing number of Assumption students have Students interested in entering the health profession been accepted into prestigious summer research (Medicine, Dentistry, Physical Therapy, Occupational programs at major research institutions around the Therapy, Physician’s Assistant, etc.) may undertake country. The sponsoring institutions for this research a major in any discipline, though they may benefit include the National Science Foundation, the from fulfilling the requirements for a science major. National Institutes of Health, the American Cancer Regardless of their chosen major, students must fulfill Society, and the Juvenile Diabetes Foundation. In the professional school’s admissions requirements by 1991, Assumption began its own research program careful course selection. All students with an interest on campus, in which upper-level students may assist in the health profession should consult with their Assumption faculty with their research projects. advisors and Dr. Steven Theroux, Chairperson of the These competitive summer research positions provide Health Sciences Committee, at the beginning of their a stipend. undergraduate careers. Students who plan to pursue a graduate degree in PREPARATION FOR TEACHING SCIENCE a health profession should be aware of the timetable AT THE SECONDARY LEVEL in which to fulfill their requirements, which include Students interested in seeking certification to teach admissions exams and letters of reference from the high school biology or chemistry should consider a Health Sciences Committee. Students should be Major in Biology or Chemistry and a concentration prepared for entrance exams in their Junior year in Secondary Education. Application to the Concen- and request a letter of reference at that time as well. tration in Education Program in the Education Students must contact Dr. Theroux at least two weeks Department must be made by the Spring of the before the scheduled Committee meeting times in Sophomore year. The Massachusetts Department the second week of October, the second week of of Education requires the successful completion of February, and the second week of May. The letters course work or other experience which addresses will usually be ready within four to five weeks of the the field of knowledge competency areas listed meeting. below. Suggested courses are shown in parentheses. Students must also meet the Professional Standards PRE-MEDICAL/PRE-DENTAL for Teaching which are addressed in the appropriate As a liberal arts college, Assumption offers students education courses, as well as in the student teaching the knowledge necessary for entrance to and success in experience. To ensure all these areas are covered, medical and/or dental school. Most students interested a student should carefully plan a course of study in pursuing a career in Medicine or Dentistry major in in conjunction with advisors in both departments Biology, however, it is possible to choose other majors (Education and Natural Sciences). and still prepare for such a career. Although there is no universal standard for medical school admissions, most

43768_12_Science.indd 144 7/19/13 2:30 PM 43768_12_Science.indd 145 paying anadditionalfee. course at one of these consortium schools without Assumption Collegestudents areeligibletotakethis Becker College(EXSC3300: ExercisePhysiology). Marie College(BIO240:ExercisePhysiology)and Assumption College,butisavailableatAnna Exercise Physiology, is not currently taught at courses (pleaseseethelistbelow).Onecourse, majors. tration arealsorequiredforcompletionofthese and manyofthecoursesrequiredforconcen Services andRehabilitationStudies,orPsychology, or PhysicalTherapyusuallymajorinBiology, Human concentration. StudentsinterestedinOccupational may completeanymajorwhilealsocompletingthe requirements ofamajorpriortograduation.Astudent completing theconcentrationmustalsocomplete Physical orOccupationalTherapy. is designedtopreparestudentsforgraduatestudyin Concentration inOccupationalandPhysicalTherapy masters degreeintheappropriatediscipline.The Occupational orPhysicalTherapistisaclinical The minimalentry-leveldegreeforpracticeasan OCCUPATIONAL ANDPHYSICALTHERAPY THE CONCENTRATION IN Steven Therouxbeforecommittingtoaplanofstudy Students should contact their desired schools and Dr. Note these courses reflect a include: Additional coursesthatareusuallyhighlyrecommended the followingcourses: school requirementswouldbefulfilledbyinclusionof • • • • • • • • • • • • The concentrationhasatotalof16required The concentration is not a major, and all students Mathematics arehelpful. Additional coursesinBiology, Chemistry, and Courses inPsychology, andComputerScience ECO 115 MAT 117 CHE 414 LIT 140 ENG 130 PHY 201–202 CHE 201–202 CHE 131–132 BIO 340 BIO 240 BIO Biology courses: 210 Select atleastonefromthefollowingthree Genetics Bio 160 Statistics Calculus I Calculus IorMAT131 Honors Biochemistry Introduction toLiterature English Composition General PhysicsIandII Organic ChemistryIandII General ChemistryIandII Molecular andCellularBiology Mammalian Anatomy Concepts inBiology suggested

course load. - One ofthetwoExercisePhysiologycourseslisted One ofthetwoHRScourseslistedbelow: Required Courses (16) additional internshipswithin the major. obtain additionalfieldwork experience bycompleting as arehabilitationaide.It may alsobepossibleto by volunteerworkoracquiring apaidposition requirement. Additionalexperience canbegained not provideallofthehoursneededtosatisfythis internship experiencerequiredforourprogrammay for admission to some PT or OT programs. The in fieldwork related tohealth caremaybe required remainder oftheircoursestudy. at thebeginningoffallsemestertoplanout the HealthProfessionsAdvisor, Dr. StevenTheroux, MAT 117). First-year students should also consult with 125, andtheappropriatemathcourse(i.e.,MAT 114or concentration shouldenrollinBIO160,CHE131,HRS First semesterfreshmanwhowanttocompletethe Recommended (butnotrequired)coursework One ofthefollowingtwomathcourses: One ofthefollowingtwoStatisticscourses: below: 400 HRS HRS 490 SOC 121 PSY 190 PSY 116 PSY 101 PHY 201–202 CHE 131–132 BIO 370 BIO 240 BIO 160 HRS 125 A significantnumberofhours(asmanyas1,000) PSY 351 BIO 415 MAT 117 MAT 114 ECO 115 PSY 265 BIO 240 EXSC 3300 HSRS Major-3 credits) Individual intheCommunity(ifNon Major-12 Credits) Rehabilitation Studies(ifHSRS Internship inHumanServicesand Principles ofSociology Psychology ofDevelopment Abnormal Psychology General Psychology Physiological Psychology Principles ofNeuroscience Calculus I Elementary Functions Statistics Statistics offered atAnnaMariaCollege. Exercise Physiology–Thiscourseis offered atBeckerCollege. Exercise Physiology–Thiscourseis Therapy Physical andOccupational General PhysicsIandII General ChemistryIandII General Physiology Mammalian Anatomy Concepts ofBiology Professional Orientationto 7/19/13 2:30 PM NATURAL SCIENCES 145 146 DEPARTMENT OF NATURAL SCIENCES

It is also important to note that some graduate Agreements’ section of the catalog and contact the programs have atypical course requirements, and not all Health Professions Advisor, Prof. Steven Theroux, Occupational and Physical Therapy graduate programs [email protected]. require every course listed in the concentration. Students who are considering applying to graduate Des Moines University B.A./Doctor of Osteopathic school for Occupational or Physical Therapy should Medicine (D.O.) review the admission requirements of the schools they Assumption College and Des Moines University School plan to apply to by the beginning of their Junior year of Osteopathic Medicine have agreed to cooperate to determine how best to prepare for admission to the to provide an accelerated, seven-year curriculum of graduate programs they are interested in. undergraduate and professional education leading to the Bachelor of Arts degree with a major in Biology from MEDICAL TECHNOLOGY OPTION Assumption College and the Doctor of Osteopathic (BIOLOGY MAJOR) Medicine degree from Des Moines University School The Medical Technology Option is designed to of Osteopathic Medicine. Students in the accelerated offer students the background necessary to apply for program finish their premedical coursework at admission to a hospital-affiliated school of Medical Assumption College in three years. Upon successful Technology. This option can be completed in three completion of their first year at Des Moines University or four years at Assumption before entering a school Medical School, individuals in this program are eligible of Medical Technology; the three-year program is to graduate with a bachelor’s degree in Biology from described here. Assumption College. Admission into the medical school During the first three years while the student is at is not guaranteed. Assumption College, he/she should complete: • Four courses in Chemistry (including Organic Massachusetts College of Pharmacy and Health Chemistry) Sciences B.A./Bachelor of Science in Nursing • Two courses in Physics (B.S.N.) • Seven courses in Biology (including Microbiology The Massachusetts College of Pharmacy and Health and Immunology) Sciences (MCPHS) has agreed to provide at least • One course in Mathematics (at the level of MAT three seats at their Manchester, NH campus and three 114 or above) seats in their Worcester, MA campus for qualified Assumption students who want to earn a Bachelor of In addition, other curriculum requirements to fulfill the Science in Nursing. To qualify for one of the limited Bachelor of Arts program at Assumption must be taken number of guaranteed seats, Assumption students must during the first three years of the program when planned complete the specified prerequisites with a grade of in conjunction with a faculty advisor in the Department C or better (with no repeats), earn a cumulative GPA of Natural Sciences. It is important for a student of 3.2 in the required prerequisites, and obtain a GPA interested in this option to indicate his/her interest in the of 3.2 or higher. Please see the Health Professions first year and to plan the program carefully. Advisor for additional details and requirements. Three years of study (30 courses) as a Biology major at Assumption are followed by one year of Massachusetts College of Pharmacy and Health training and study in an approved hospital school of Sciences B.A./Doctor of Pharmacy (Pharm.D.) Medical Technology. Upon completion of the hospital The Massachusetts College of Pharmacy and Health year, the student will receive a Bachelor’s degree from Sciences (MCPHS) has agreed to provide two seats Assumption and will be eligible to take the National at their Manchester, MA campus and five seats at Registry Exam in Medical Technology. their Worcester, MA campus for qualified Assumption Participation in Assumption’s undergraduate students who want to enter an accelerated doctoral Medical Technology Option does not guarantee program in pharmacy. To qualify for admission into this admission to a School of Medical Technology. 34-month course of study, Assumption students must complete the required prerequisites with a grade of C or ARTICULATION AGREEMENTS IN THE better (no repeats). They must also have a GPA of 3.4 in SCIENCE AND HEALTH PROFESSIONS the required prerequisites and an overall GPA of 3.4. Assumption College holds a wide range of agreements with graduate institutions in the health sciences. Massachusetts College of Pharmacy and Health For a complete list, including agreements with law Sciences B.A./Master of Science in Physician schools and Notre Dame’s College of Engineering, Assistant Studies (M.S.P.A.S.) and more information on the opportunities shown The Massachusetts College of Pharmacy and Health below see the “Cooperative Programs of Study and Sciences (MCPHS) has agreed to provide at least one

43768_12_Science.indd 146 7/19/13 2:30 PM 43768_12_Science.indd 147 the NewCollegeofOptometry, individualsinthis Upon successfulcompletion oftheirfirstyearat optometry at theNewEnglandSchool of Optometry. College followedbyafour-year curriculum in consists ofathree-yearcurriculum atAssumption the NewEnglandCollegeofOptometry. Theprogram College, andtheDoctorofOptometrydegreefrom Arts degreewithaMajorinBiologyfromAssumption and professionaleducationleadingtotheBachelorof accelerated, seven-yearcurriculumofundergraduate Optometry haveagreedtocooperateinprovidingan Assumption College and theNewEngland School of Optometry (O.D.) New EnglandCollegeofOptometryB.A./Doctor of Medicine isnotguaranteed. College. AdmissionintotheSchoolofPodiatric graduate withabachelor’s degreefromAssumption Medicine, individualsinthisprogramareeligibleto their firstyearatBarryUniversityCollegeofPodiatric Podiatric Medicine.Uponsuccessfulcompletionof Medicine degreefromBarryUniversitySchoolof from AssumptionCollegeandtheDoctorofPodiatric the BachelorofArtsdegreewithamajorinBiology undergraduate andprofessionaleducationleadingto providing anaccelerated,seven-yearcurriculumof of PodiatricMedicinehaveagreedtocooperatein Assumption CollegeandBarryUniversitySchool (D.P.M.) Barry University B.A./Doctor ofPodiatric Medicine typical seven. in chiropracticsixyearsofstudyinsteadthe study allowsqualifiedstudentstocompleteadoctorate accelerated programofstudyatNYCC.Thiscourse Assumption students are also eligible to enter an Accelerated DoctoralProgram(D.C.) Chiropractic. students whowanttoenteradoctoralprogramin available atNYCCeachyearforqualifiedAssumption Traditional DoctoralProgram(D.C.) Chiropractic. students interestedinpursuingadoctorate There aretwooptionsatNYCCforAssumption of Chiropractic (D.C.) New York Chiropractic College (NYCC) B.A./Doctor and theymustpassaninterviewatMCPHS. 3.4 intherequiredprerequisites,anoverallGPA of3.4. better (withnorepeats).TheymustalsohaveaGPA of must completetheprerequisiteswithagradeofCor qualify foroneof the limited seats, Assumptionstudents Assistant Studies.Thisisa24-monthprogram,andto students whowanttoearnamaster’s degreein Physician their Worcester, MAcampusforqualifiedAssumption seat attheirManchester, MAcampusandone seatat Fiveseatsare Qualified minimum requirements for acceptance include a Master ofScienceinBiotechnologyprogram.The two qualified Assumption College students in its Northeastern Universitywillreservespacefor Northeastern University Graduate School interview atMCPHS. and anoverallGPA of3.2,andtheymustpassan have aGPA of3.2intherequiredprerequisites grade ofCorbetter(norepeats).Theymustalso must completetherequiredprerequisiteswitha in Optometry. To qualifyforadmission,students Assumption studentswhowanttoearnaDoctorate seats at their Worcester, MA campus for qualified Sciences (MCPHS)hasagreedto providefive The MassachusettsCollegeofPharmacyandHealth Sciences B.A./Doctor ofOptometry(O.D.) Massachusetts CollegeofPharmacyandHealth School ofOptometryisnotguaranteed. degree fromAssumptionCollege.Admissionintothe program areeligibletograduatewithabachelor’s admission tothe Duke graduate school in three their majorrequirements,and theirapplicationfor can completetheirgeneral education requirements, Management (MEM) or Forestry Management (FM) from DukeUniversityin Environmental Science Students interestedinpursuingamaster’s degree Science ManagementandForestry Management Duke University 3:2 Program in Environmental study abroadopportunity. and minorstothosewhoseekascience-intense particular interest to Environmental Science majors Panama andFrance.Thisprogramshouldbeof which includesitesinSingapore,Trinidad, Hawaii, participate intheMSEC’s studyabroadprograms ecology. Inaddition,Assumptionstudentsmay for intensive studyinmarinescience and marine Carolina. TheDuke programoffers anopportunity University’s Marine Laboratory in Beaufort, North Assumption studentsareeligibletostudyatDuke Consortium (MSEC) Duke University MarineSciences Education these waiversincludeaGPA of3.2. School Counseling.Theminimalrequirementsfor Informatics, PublicHealth,ExercisePhysiologyand ceutical Science,PhysicianAssistantStudies,Health pursuing graduatestudiesinBiotechnology, Pharma Assumption Collegestudentswhoareinterestedin application fee and the GRE requirement for qualified addition, Northeastern University will waive the application feewillbewaivedforthesestudents.In uisites, andacompletedapplication.TheGRE GPA of3.2,satisfactorycompletionallprereq - - 7/19/13 2:30 PM NATURAL SCIENCES 147 148 DEPARTMENT OF NATURAL SCIENCES

years. If accepted into the Duke professional master’s degree program, the student is eligible to receive his COURSE or her Assumption College undergraduate degree upon the successful completion of their first year of graduate studies at Duke. At the end of the second descriptions year of graduate study, the student is eligible to receive the MEM or the FM from the Nicholas School at BIOLOGY (BIO) Duke University. The Duke agreement does not guarantee that Assumption College students will be BIO 102 HUMAN BIOLOGY IN HEALTH AND DISEASE accepted into the graduate program, and admission is A course for non-science majors that focuses on selected competitive. functional systems of the body, the organs that compose them, and the interactions among them. Special attention The University of Notre Dame College of will be given to disease processes. In these systems Engineering laboratory work (one three-hour session per week) will Assumption College has established an agreement include studies of physiological concepts at the cellular with the University of Notre Dame College of and systems levels. This course is especially designed for Engineering that allows qualified Assumption students students majoring in Social and Rehabilitation Services or to earn a B.A. in Chemistry, Environmental Science, Psychology, or students seeking background for courses in Mathematics or Computer Science from Assumption Anthropology and other social sciences. Lab Fee: $400.00. College and a B.S. in one of several fields of This course fulfills the Core Curriculum requirement for a Engineering from the University of Notre Dame. This science with a lab. (Fall, Spring) program is a 3:2 program, which means students spend Staff/Four credits three years studying at Assumption College followed by two years at Notre Dame. Contact Professor Joseph BIO 105 HUMAN HEREDITY Alfano for more information. This course for non-science majors introduces the principles of human genetics. Major topics are: (1) patterns of POST-BACCALAUREATE CERTIFICATE inheritance in human families; (2) sex determination and PROGRAM IN PREREQUISITES FOR sex-linked traits; (3) how DNA works (the explanation of PROFESSIONAL SCHOOLS IN some human genetic traits at the molecular level); (4) genes HEALTH FIELDS in human populations; and (5) interactions of genes and This program is designed for individuals who the environment. An historical approach is used and most hold Bachelor’s degrees, who have not previously genetic principles are introduced by examples from human made application to Professional Schools medical genetics. Familiar human conditions such as in the Health Professions, and who are seeking albinism, hemophilia, sickle-cell anemia, dwarfism, Down to complete prerequisites before making an Syndrome, and color-blindness are discussed. Three lectures application. ­Participants will have “non-matricu- and one laboratory per week. Lab Fee: $400.00. This course lating” status, and will be charged tuition and fees fulfills the Core Curriculum requirement for a science with a at the rate listed in the catalog. All courses will lab. (Fall, Spring) be taken with undergraduate students. Programs Kraus/Four credits will be planned in consultation with the College’s Advisor for the Health Professions, Dr. Steven BIO 140 INQUIRY BIOLOGY FOR EDUCATORS Theroux. A participant must complete at least four In this course, students learn fundamental concepts courses with three different faculty members in and models associated with three major subdisciplines of the Department of Natural Sciences at Assumption biology–genetics, ecology, and evolution. The course heavily in order to earn a certificate and a recommen- emphasizes the use of open-ended, problem-solving methods dation from the Recommendation Committee for of teaching and learning to help students develop their own the Health Professions. Applicants need to submit functional understanding of the major concepts. A significant a completed application form, available from Dr. part of students’ problem-solving work involves the use of Steven Theroux, a written statement describing their computer technology, including the use of concept mapping motivation for the chosen health career, and official and computer simulations to facilitate concept development. undergraduate transcripts. To be applicants get a The course is intended for students planning on pursuing a seat in the courses that they need to take, these career in elementary or middle school education. As such, applications should be completed by the end of particular attention is given to understanding common February prior to their Fall attendance. Completion misconceptions that children have concerning learning about of this certificate does not guarantee admission to a biological phenomena and considering the ramifications professional school. of these misconceptions for the development of effective

43768_12_Science.indd 148 7/19/13 2:30 PM 43768_12_Science.indd 149 the dissecteddomesticcat.Lectures comparethecatwith Systematic anatomyofthemammalian formasevidencedin 240 BIO Staff/ $400.00. (Fall,even-numberedyears) each week.Prerequisite:BIO160orequivalent.LabFee: local habitats.Threelecturesandonelaboratoryorfieldtrip and development. Field work includes trips toa variety of plant tissueculturetechniquesinordertostudygrowth of themajorgroupsplantsandlearnfundamentals of plants.Inthelaboratory, studentsexaminerepresentatives in thebiosphere,plantformandfunction,evolution plants. Amongthetopicsconsideredareroleofplants This courseprovidesanintroductiontothebiologyof BIO 230 Sholes/ equivalent. LabFee:$400.00.(Spring) laboratory or field trip each week. Prerequisite: BIO 160 or on theirstructureandbehavior. Threelecturesandone representative livingandpreservedspecimens,concentrating evolutionary relationships.Inthelaboratory, wewillexamine organization, modesofreproduction,ecologicalroles,and invertebrate chordates, emphasizing their functional A survey of invertebrate animals from protozoans through BIO 220 Kraus, Schandel,Theroux/ year. LabFee:$400.00(Fall,Spring) in BiologyorChemistry. ShouldbetakenbeforetheJunior one laboratoryperweek.Prerequisite:BIO160andacourse genetic materialreceivedetailedstudy. Threelecturesand genetics. Replication, translation, and transcription of the most emphasisplacedonrecentadvancesinmolecular A briefsurveyofMendelianandcytologicalgeneticswith BIO 210 Staff/ requirement forasciencewithlab.(Fall,Spring) Fee: $400.00.ThiscoursefulfillstheCoreCurriculum be taken byintendedscience majors in thefirstyear. Lab Three lecturesandonelaboratoryperiodeachweek.Should students tothetechniquesandapproachesusedinbiology. evolution of living organisms. The laboratory will introduce and function,homeostasis,energetics,perpetuation, emphasizes majorconceptsinbiologicalscience:structure An introductorycourserequiredofallsciencemajorsthat BIO 160 Howe/ (Fall, Spring) the Core Curriculum requirement for a science with a lab. meets twiceweeklyina3-hourlabsession.Thiscoursefulfills sciences tovisitingelementaryschoolchildren.Thecourse will be expected to teach “mini” lessons in the biological classroom instruction.Atleasttwiceduringtheterm,students Four credits Four credits Four credits Four credits MAMMALIAN ANATOMY BOTANY INVERTEBRATE ZOOLOGY GENETICS CONCEPTS INBIOLOGY Four credits Staff/ of theregularcurriculum. opportunity toinvestigateareasofbiologythatarenotpart approach. The course will allow the students and faculty an using theliterature,andifappropriate,across-disciplinary This specialtopicscoursewillexploreanareaofbiology BIO 275 Dugan/ week. Prerequisite:BIO210.LabFee:$400.00.(Fall) isolation, andculturing.Threelecturesonelaboratoryper are alsoconsidered.Laboratorytechniquesincludesterilization, microorganisms as pathogens and the control of microorganisms metabolism, geneticsandenvironmentalsignificance.Theroleof with respecttotheirmorphologicalcharacteristics,growthand Microorganisms, especially bacteria and viruses, are studied BIO 250 McCready/ Prerequisite: BIO160orequivalent.LabFee:$400.00.(Fall) lectures andonethree-hourlaboratoryperiodperweek. the humanbodyandrelatestructuretofunction.Three Sholes/ fossil record.Prerequisite:BIO210. (Spring) speciation, phylogeny, macroevolutionarytrends,andthe genetic drift, in-breeding, natural selection, geneflow, connections, Hardy-Weinberg equilibrium,geneticvariation, include: influence of the environment, genotype-phenotype we usetoidentifyandexplainthosechanges.Topics populations overtimeandtothemodelsevidence This courseisanintroductiontogeneticchangesin BIO 320 Cromarty/ $400.00. Prerequisite:BIO220or240.(Fall) lectures andonethree-hourlaboratoryeachweek.Labfee forces toshapingtheultimatebehavioroutput.Three contribution ofecological,developmental,andevolutionary some detail.Subsequently, theemphasiswillshiftto input and integration and motor output) will be studied in of behavior(thenervouscircuitsresponsibleforsensory behavior fromthephysiologicalperspective:neuralbasis This coursewillinitiallyapproachthestudyofanimal BIO 310 Staff/ enroll. student willberequiredtohaveaG.P.A. of3.0to will beconsideredwhendeterminingthegrade.The experience. Anevaluationbytheon-sitesupervisor length) summarizinganarearelatedtotheinternship to writeapaper(usuallyapproximately10pagesin the internship.Thestudentwillalsobeexpected student willbeexpectedtokeepajournaldetailing Directed studywithinaninternshipprogram.The BIO 291 Three credits Three credits Three credits Four credits Four credits Four credits ANIMAL BEHAVIOR SPECIAL TOPICS INBIOLOGY MICROBIOLOGY ORGANIC EVOLUTION INTERNSHIP INBIOLOGY 7/19/13 2:30 PM NATURAL SCIENCES 149 150 DEPARTMENT OF NATURAL SCIENCES

BIO 340 MOLECULAR AND CELLULAR BIOLOGY BIO 380 THE BIOLOGY OF CANCER This course focuses on the structure and function of the This course will explore the biology of cancer. Beginning eukaryotic cell. The role of cellular membranes in basic with an examination of the personal, social and economic physiological processes is discussed in detail. The physio- consequences of this disease, it will move to a focus on logical roles of the extracellular matrix, the cytoskeleton, the cellular and molecular biology of cancer. Specially, and various subcellular structures are also addressed. Finally, it will study the nature of cancer, the role of viruses in the student will be introduced to the processes that govern cancer, cellular onocogenes, cellular signaling mechanisms, cellular division and cellular evolution. When possible, tumor suppressor genes, and the maintenance of genomic the course topics are related to the development of various integrity. Other topics to be examined include: the cell human maladies, such as cancer and AIDS. The laboratory cycle, apoptosis, cellular immortalization, tumorigenesis, exposes the students to several classical techniques used angiogenesis and metastasis. Finally, this course will examine in cell biology and to a number of modern methods used how modern molecular medicine is being used to treat by protein chemists and molecular biologists. Prerequisite: cancer. Prerequisites: BIO 160, BIO 210, BIO 340. (Fall) BIO 210 or permission of the instructor. Lab Fee: $400.00. Theroux/Three credits. (Spring) Crowley/Four credits BIO 410 INTRODUCTORY IMMUNOLOGY The focus of this course is the biology of the immune BIO 350 MARINE MAMMALS: BIOLOGY AND response. Topics include immunoglobulin structure, the CONSERVATION generation of antibody diversity, and the cellular basis of This course is designed to familiarize students with the the immune response. Disorders of the immune system, biology and natural history of marine mammals. Emphasis such as allergies, autoimmune diseases, and AIDS are also is placed on whales, dolphins, and seals of the western considered. In the laboratory, students learn tissue culture North Atlantic, but species from all over the world will and such immunologic techniques as SDS gel electro- be discussed. Topics to be considered include evolution, phoresis; Western blotting; ELISA fluorescent antibody anatomy, behavior, field identification, the history of staining; isolation and study of B cells, T cells and whaling, and contemporary conservation problems. macrophages; mixed lymphocyte reactions; and hemolytic Hands-on activities include one evening laboratory work plaque assays. Three lectures and one laboratory per week. (harbor porpoise or seal dissection) and marine mammal Lab Fee: $400.00. Prerequisites: BIO 340, CHE 131–132. survey on Massachusetts Bay. Prerequisites: BIO 160 and two (Spring, even-numbered years) additional biology course. (Fall) Dugan/Four credits Marine Studies Consortium/Three credits

BIO 360 ECOLOGY BIO 415 PRINCIPLES OF NEUROSCIENCE In this course, students interpret published data, critique This course introduces students to the rapidly growing some original papers, and participate in class discussion field of neuroscience, which is the study of the nervous on the following topics: limits on species distributions, system. Our nervous system shapes our every thought, demography, population growth and regulation, interactions emotion and sensation. Students will gain an understanding of species, energy flow, nutrient cycling, community of the underlying neural basis of how we perceive the world. dynamics, succession, and patterns of species diversity. In This course begins with an anatomical approach and then laboratory, students participate in class exercises, and design, integrates physiological, cellular, molecular and functional perform, and report their own group field projects. Three approaches. Topics range from how cells in the brain lectures and one three-hour laboratory per week. Lab Fee: communicate with one another, to current diagnostic and $400.00. Prerequisite: Two Biology courses or permission of research technology, to the biological basis of movement, instructor. (Fall, odd-numbered years) and includes the study of disease and injury to the brain, Sholes/Four credits such as Alzheimer’s disease, Parkinson’s disease and stroke. Three lectures and one three-hour laboratory each week. Lab Fee $400. Prerequisites: BIO 370 or BIO 340 or permission BIO 370 GENERAL PHYSIOLOGY of the instructor. (Fall) Human and animal physiology, with a comparative approach Lemons/Four credits to the study of muscle contraction; blood circulation and respiration; metabolic and temperature controls; digestion and excretion; and nervous, sensory, and endocrine BIO 420 DEVELOPMENTAL BIOLOGY functions. The laboratory exercises focus on the investi- This course covers the principles and concepts of growth, gation of basic concepts of animal and human physiology morphogenesis, and differentiation in developing at the cellular and systems levels. Three lectures and one animals. We will discuss the major features of embryonic three-hour laboratory period each week. Lab Fee: $400.00. development from fertilization through organogenesis. Prerequisites: BIO 240 or permission of instructor. (Spring) Particular attention is given to how the regulation of specific Cromarty, Lemons/Four credits genes contributes to development of an embryo. The lab will

43768_12_Science.indd 150 7/19/13 2:30 PM 43768_12_Science.indd 151 Staff/ arrangement) courses inBiologyandconsent ofinstructor. (Offered by Directed studyorexperimental research.Prerequisites:Six BIO 490–491 Staff/ and chemistrycourses,permissionofinstructor. who havecompletedBIO160andfiveadditionalbiology tation skills.Prerequisites:Seniorsorsecondsemesterjuniors enhance thestudent’s reading,dataanalysis,andoralpresen knowledge ofanactiveareascientificinquiryandto the class.Thecourseisdesignedtoincreasestudent’s asked to present one or more assigned journal articles to As partofthecourserequirements,eachstudentwillbe published articles on this topic will be discussed in detail. process ofcelldivision)willbepresented,andthenrecently An overview of a defined scientific topic (such as the BIO 480 Theroux/ $400.00. Prerequisites:CHE202andBIO340.(Spring) per weekforlecture,laboratory, anddiscussion.LabFee: Southern hybridizationanalysis.Classmeetssixhours cell culture; gene expression in mammalian cell lines; and protein, DNAandRNA;genecloning;sequencing; site specificmutagenesis;gelelectrophoresis;isolationof by thepolymerasechainreaction;oligonucleotide-directed experience willintroducethestudenttoDNAamplification to solveinterestingbiologicalproblems.Thelaboratory biotechnology; and3)strategiesthatcanbeemployed 2) selectedmethods,techniques,andinstrumentsusedin to: 1)recentjournalarticleswithinthescientificliterature; of relatedexperiments.Thecoursewillexposestudents molecular biology, andproteinchemistrythroughaseries This courseintegratesthedisciplinesofcellularbiology, 440 BIO Cromarty/ instructor. Labfee:$400.00.(Fall,alternateyears) laboratory eachweek.Prerequisite:BIO370orpermissionof environmental conditions.Threelecturesandonethree-hour water retention,circadianrhythms)inextremelydifferent variables (temperature,metabolism,oxygenconsumption, describing various mechanisms of regulation of physiological logical adaptationtoananimal’s environmentisemphasizedby ecological pressures. Thefunctionalsignificanceofphysio principles aremodifiedandshapedbyenvironmental of animalphysiologywithanin-depthdiscussionhowthese This coursecombinesabriefreviewoffundamentalprinciples BIO 430 Staff/ permission oftheinstructor. (Spring,alternateyears) to developanindependentproject.PrerequisiteBIO340or mental biologists. Studentswill alsohavetheopportunity allow thestudenttoexploretechniquesusedbydevelop Three creditseachsemester Three credits Four credits Four credits Four credits SEMINAR INLIFESCIENCES COMPARATIVE PHYSIOLOGY PRACTICE BIOTECHNOLOGY IN THEORYBIOTECHNOLOGY AND INDEPENDENT STUDY - - - Qualitative Analysis.CHE131isaprerequisitefor is placedonproblemsolving.Laboratoryworkincludes chemistry, nuclearandcoordinationchemistry. Emphasis solubility), acidsandbases,electrochemistry, thermo solutions. InCHE132:chemicalequilibria(gases, electronic structure,stoichiometry, gases,bonding,and CHE 131 include:matterandmeasurement,atomic Fundamental principlesofchemistry. Topics coveredin CHE 131–132 Staff/ Curriculum requirementforasciencewithlab. per week.Labfee:$400.00.ThiscoursefulfillstheCore of theday. Threelecturesandonethree-hourlaboratory nutrition, medicines,plastics,and/orotherpertinentissues may include environmental issues, energy use and production, of chemistry’s applicationstosociety. Topics ofconsideration concepts andtheoriesofthestructurematterincontext A coursefornon-sciencemajorssurveyingthefundamental CHE 105 CHEMISTRY (CHE) will beexpectedtokeepajournal detailingtheinternship. Directed studywithinaninternship program.Thestudent CHE 291 Staff/ part oftheregularcurriculum. opportunity toinvestigateareasofchemistrythatarenot approach. The course will allow the students and faculty an using theliterature,andifappropriate,across-disciplinary This special topics course will exploreanareaofchemistry CHE 275 Colby Davie,Dix/ $400.00 eachsemester. (Fall,Spring) professional schools.Prerequisite:CHE 131–132.LabFee: studies innaturalsciencesandalsoofthosewhoplantoenter meets theneedsofstudentswhoexpecttopursuegraduate biological rolesoforganicmolecules.Thisfull-yearcourse molecules, theeffectofstructureonproperties,and as structure determination, chemical synthesis of desired are appliedtothesolutionofsuchorganicchemicalproblems and spectroscopy. Thesetheoreticalandpracticalprinciples philic, electrophilic,andfreeradicalreactionmechanisms; compounds throughtheirfunctionalgroups;thenucleo geometric, andopticalisomerism;thereactionsoforganic molecular structure,andresonance;constitutional, carbon) is studied. The topics include covalent bonding, The chemistryoforganiccompounds(the CHE 201–202 Meunier, Niece,Jones/ lab. (PartI,Fall;PartII,Spring.) fulfills theCoreCurriculumrequirementforasciencewith their firstyear. LabFee:$400.00eachsemester. Thiscourse CHE 132. Intendedsciencemajorsshouldtakethisseriesin Four credits Three credits CHEMISTRY INMODERNSOCIETY INTERNSHIP INCHEMISTRY SPECIAL TOPICS INCHEMISTRY GENERAL CHEMISTRY I AND II ORGANIC CHEMISTRY I AND II Four creditseachsemester Four creditseachsemester - - 7/19/13 2:30 PM NATURAL SCIENCES 151 152 DEPARTMENT OF NATURAL SCIENCES

The student will also be expected to write a paper (usually the mechanisms of important chemical reactions, as well approximately 10 pages in length) summarizing an area as relevant analytical techniques related to environmental related to the internship experience. An evaluation by the chemistry. In the lab, students will combine field work, on-site supervisor will be considered when determining the analytical chemistry, and remediation techniques during grade. The student will be required to have a G.P.A. of 3.0 their investigation of environmental problems. Prerequisites: to enroll. CHE 131–132, CHE 201–202. Lab fee: $400.00 Staff/Four credits CHE 311–312 PHYSICAL CHEMISTRY I AND II An intensive study of the structure and interconversions of CHE 414 BIOCHEMISTRY matter in its several states. Intra- and inter-molecular forces, The major classes of biochemicals, carbohydrates, proteins, thermodynamics, equilibria, electrochemistry, kinetics, lipids, and nucleic acids are studied with particular attention and statistical and quantum mechanics are considered. to the relationship between their chemical structures and Prerequisites: CHE 201–202, PHY 201–202 (may be biological functions. Specific topics include (but are not concurrent with permission of instructor), MAT 117–118 limited to) biocatalysis, receptors, membrane structure, or MAT 131–132 or permission of the instructor. Lab Fee: metabolism, biosynthesis, and energy production. Prereq- $400.00 per semester. (Fall, Spring) uisite: CHE 201–202 and BIO 160. Lab Fee: $400.00. (Fall, Jones/Four credits each semester Spring) Schandel/Four credits CHE 313 BIOPHYSICAL CHEMISTRY A study of the bioproperties of gases and solutions, thermo- CHE 416 MOLECULAR STRUCTURE AND dynamics, equilibria, kinetics, the colloidal state, and CHARACTERIZATION electrochemistry, with particular emphasis on systems of A detailed study of current chemical bonding theories and biological interest. The laboratory includes some quanti- characterization techniques. Topics covered include molecular tative analysis, spectrophotometry, and measurement of symmetry, molecular orbital theory, and computer molecular physical chemical properties. Prerequisites: CHE 201–202, modeling. Molecular characterization with electronic, PHY 201–202 (may be concurrent), MAT 117–118 or MAT vibrational, and nuclear magnetic resonance spectroscopies 131–132. Lab Fee: $400.00. is addressed. Laboratory work includes molecular modeling, Staff/Four credits NMR, UV/Visible, and IR Spectroscopy. Three lectures and one laboratory period per week. Prerequisites: CHE312 (can CHE 315 ANALYTICAL CHEMISTRY be concurrent with instructor’s permission, CHE316. Lab Fee: A study of the major methods of chemical analysis, $400.00 (Spring, odd-numbered years) including statistics in evaluating the error associated with Niece/Four credits measurements, the systematic treatment of acid-base equilibria, introductory electrochemistry and spectropho- tometry, and the theory of separations (chromatography). CHE 450 INSTRUMENTAL CHEMISTRY The study of the theory of instrumental methods of analysis Three lectures and one three-hour laboratory per week. and their application in the laboratory. Topics include Prerequisite: CHE 201–202. Lab Fee: $400.00. (Fall, computers in data collection and management, UV-vis, IR, odd-numbered years) AA, fluorimetry, and electrochemical methods. In addition, Staff/Four credits NMR and mass spectrometry are covered in the lecture. Two lectures and one laboratory period per week. Prereq- CHE 316 INORGANIC CHEMISTRY uisite: CHE 202 or permission. Lab Fee: $400.00. (Spring, A study of the structure and properties of the elements even-numbered years) and their compounds. Topics covered are atomic structure, Niece/Four credits periodic relationships, molecular bonding, acid-base systems, and coordination compounds. Laboratory work focuses on the interaction between experiment and theory in CHE 460 MEDICINAL CHEMISTRY understanding and predicting chemical phenomena. Three Natural and synthetic medicines are investigated with lectures and one laboratory period per week. Prerequisite: attention to their fate in a living organism: absorption, CHE 201–202. Lab fee: $400.00. (Fall, even-numbered distribution, and elimination; dose-response and years) time-response relationships of drugs; and the relationship Niece/Four credits between chemical structure and biological activity. The biochemistry of several diseases (probably including CHE 318 ENVIRONMENTAL CHEMISTRY AIDS) will be examined to learn different ways that A specialized knowledge of chemistry is needed in order chemicals can be used to interfere with the course of a to identify, understand, and solve environmental problems. disease. ­Prerequisite: CHE 201–202 and BIO 160. (Spring, This course will be an in depth study of the chemistry of even-numbered years) environmental issues and pollutants. Students will learn Dix/Three credits

43768_12_Science.indd 152 7/19/13 2:30 PM 43768_12_Science.indd 153 for all students interested in environmental science. The An introductorycoursedesigned asafoundationcourse ENV 150 Sholes/ science withalab.(Fall,odd-numberedyears) This coursefulfillstheCoreCurriculumrequirementfor a Three lectures and one laboratory per week. Lab Fee: $400.00. introduction tosomeofthemethodshistoricalbiology. laboratory willincludefieldtrips,labexercises, and an between humansandtheirbiologicalenvironment.The changes chronologically, concentratingontherelationships dramatic, somesubtle.Thiscoursewillexaminemanyofthese produced a series of changes in the biological landscape, some Indians, thenbyEuropeanimmigrants.Theseandotherevents glaciation andbeencolonizedbyhumans—firstAmerican In thepast15,000years,NewEnglandhasrecoveredfrom ENV 120 ENVIRONMENTAL SCIENCE(ENV) Staff/ equilibrium, andGibbsfreeenergy. (Fall,Spring) thermochemistry, entropyandprobability, spontaneityand to becoveredincludethethreelawsofthermodynamics, dynamic principlestochemicalandphysicalequilibria.Topics This studywillbeconcernedwiththeapplicationofthermo transfer, andphotoreactions.ChemicalThermodynamics: energy source.Potentialtopicsincludechargetransfer, energy Photochemistry: astudyofprocesseswhichutilizelightasan protein-protein interactionsusingmutagenesisasatool;and of batteryandfuelcellelectrodes;Biochemistry:thestudy are asfollows:Electrochemistry:thestudyofchemistry that maybeundertakenwiththepermissionofinstructor science. Someexamples(non-exclusive)ofdirectedstudy to studentswhohaveatleastsixcoursesinchemistryorother Directed studyandresearchinsomeaspectofchemistry. Open CHE 491–492 Staff/ six coursesinPhysicsandChemistry. final review. Offereduponsufficientdemand.Prerequisites: defense beforetheclass.Written papersaresubmittedfor the guidanceoffacultymembersfororalpresentationand The studentresearchesspecifiedareasofChemistryunder CHE 480 Colby Davie/ odd-numbered years) uisites: CHE201–202and311or313.(Spring, illustrate thesetopics.Threelecturesperweek.Prereq and electron transfer. Several case studies will be used to isotope effects,pericyclicandphotochemicalreactions, Topics includesyntheticmethods,mechanisticanalysis, An advancedcoursesurveyingmodernorganicchemistry. CHE 470 Three creditseachsemester Three credits Four credits ADVANCED ORGANICCHEMISTRY SEMINAR INCHEMISTRY SCIENCE ENGLAND INTRODUCTION TO ENVIRONMENTAL ENVIRONMENTAL HISTORY OFNEW Three credits INDEPENDENT STUDY - - Marine StudiesConsortium/ and technological. water problemsinalltheirdimensions—political,economic, historical, andculturalviewpointssurveycontemporary fresh water. This course will look atwater through scientific, depleting—and riskdestroying—thelimitedsupplyofusable Because ofincreasingdemand,waste,andpollution,weare history, ourculture.Howwemanageitwillshapefuture. resources. Water has shaped our bodies, our planet, our This isaninterdisciplinaryintroductiontoourmostprecious ENV 260 Staff/ for asciencewithlab. $400.00 ThiscoursefulfillstheCoreCurriculumrequirement lectures andonethree-hourlaboratoryperweek.LabFee: lab workassociatedwithappliedenvironmentalwork.Three approach. Thelabwillexposethestudentstobothfieldand aspects ofenvironmentalissuesandproblemsinacasestudy stressed bycoveringthechemical,biological, andsocial interdisciplinary natureofenvironmentalsciencewillbe to enroll. grade. Thestudentwillberequired tohaveaG.P.A. of3.0 on-site supervisorwillbeconsidered whendeterminingthe related totheinternshipexperience. Anevaluationbythe approximately 10pagesinlength) summarizinganarea The student will also be expected to write a paper (usually will beexpectedtokeepajournaldetailingtheinternship. Directed studywithinaninternshipprogram.Thestudent ENV 291 Marine StudiesConsortium/ development. used toillustrate themes and theintricacies of public policy nonpoint sourceplans,CapeCodCommission)willbe speakers andcasestudies(e.g.,BostonHarborproject, and internationalapplicationsofcoastalmanagement.Guest owners; thedesignandachievementsoftheseprograms; local governments, advocacy groups, and private property coastal zone;therolesplayedbyfederal,state,and Act for collaborative planning and regulation of the U.S. established bytheFederalCoastalZoneManagement resulting primarilyfromhumanactivities;theframework environment anditsresourcesuses;coastalzoneissues This coursewillintroducestudentstothecoastal ENV 280 Staff/ curriculum. of environmentalsciencethatarenotparttheregular students andfacultyanopportunitytoinvestigateareas cross-disciplinary approach.Thecoursewillallowthe mental scienceusingtheliterature,andifappropriate,a This specialtopicscoursewillexploreanareaofenviron ENV 275 Four credits Three credits WATER RESOURCESPLANNING AND MANAGEMENT SCIENCE INTERNSHIP INENVIRONMENTAL SCIENCE COASTAL ZONEMANAGEMENT SPECIAL TOPICS INENVIRONMENTAL Three credits Three credits - 7/19/13 2:30 PM NATURAL SCIENCES 153 154 DEPARTMENT OF NATURAL SCIENCES

ENV 350 WETLANDS one laboratory period. Prerequisite: MAT 114 or Calculus Wetlands play a vital role in the hydrology and ecology of (may be concurrent). Lab fee: $400.00 per semester. This global landscapes. This course will consider several topics: course fulfills the Core Curriculum requirement for a science the function of inland and coastal marshes, swamps, and with a lab. (Fall, Spring) bogs in water and nutrient cycles; the influence of wetlands Georgiev/Four credits each semester on biodiversity, from microbes to vertebrates; the biological links between wetlands and human activities, such as PHY213 INTRODUCTION TO ENGINEERING PROBLEM agriculture, coastal development, and fisheries; and the legal SOLVING framework for the protection and restoration of endangered This introductory course is designed to acquaint students wetlands. Prerequisites: CHE 132 and two Biology courses at with the variety of engineering disciplines, as well as provide the 200 level or higher. (Fall) students with the basics of the engineering mindset. The Marine Studies Consortium/Three credits ability to develop and resolve solutions to applied problems is a necessary skill for a multitude of disciplines. The structure ENV 480 ENVIRONMENTAL SCIENCE SEMINAR of the course emphasizes group projects and the use of An in-depth study of a current topic in environmental computers to create models to solve problems. Prerequisite: science. This course will emphasize review and analysis of Mat117/131 and Mat118/132 (can be taken concurrently). primary literature. Students will be expected to give oral (Spring) presentations as part of the course requirements. Some Staff/Three credits. example topics are Global Availability of Drinking Water in the 21st century, Eutrophication, and Environmental PHY 275 APPLIED OPTICS Pollution Control. Classes will meet for three hours weekly. The course investigates the general methods and Prerequisites: Permission of instructor and six courses in applications of optics within the natural sciences. We environmental science or other science. will consider the optics of waves, the electromagnetic Staff/Three credits nature of light, reflection and refraction, interference and diffraction, polarization and geometrical optics, and optical ENV 491–492 INDEPENDENT STUDY instruments widely used in the natural sciences. Lab Fee Directed study or experimental research on some aspect $300.00. Prerequisites: PHY 201, PHY 202 and MAT 114 of environmental science. Prerequisites: Permission of or MAT117. instructor and six courses in environmental science or other Georgiev/Three credits science. (Fall, Spring) Staff/Three credits PHY 480 SEMINAR IN PHYSICS PHYSICS (PHY) The student researches specified areas of physics under the guidance of faculty members for oral presentation and PHY 112 INTRODUCTION TO ASTRONOMY defense before the class. Written papers are submitted for Introduction to stars, galaxies, and clusters of galaxies; earth, final review. Offered upon sufficient demand. Prerequisites: moon, planets, and comets; origin, life cycle, and death of both Six courses in physics and chemistry. planetary and galactic systems; theories of the origin, structure, Staff/Three credits and end of the universe. The laboratory familiarizes the student with the tools of the astronomer and with the analysis of data. PHY 491–492 INDEPENDENT STUDY No prerequisite. Lab Fee: $400.00. This course fulfills the Core Directed study in an area of Physics. The course is open Curriculum requirement for a science with a lab. to students who have completed a minimum of six science Georgiev/Four credits courses. Some examples of directed study topics include: “The Physics of Liquid Crystals”, “the Physics of Quantum PHY 201–202 GENERAL PHYSICS I AND II Oscillators” and “Complex Systems.” (Fall and Spring) Mechanics and heat (first semester); sound, electricity, Staff/Three credits magnetism, and light (second semester). Three lectures and

43768_12_Science.indd 154 7/19/13 2:30 PM 43768_13_Philosophy.indd 155 2. 1. from eachera): Four CoursesintheHistoryof Philosophy(onecourse Required Courses (11) endeavor stressestheformationofstudent’s judgment. The criticalinvestigationofthemajorareashuman literature, languages,history, andthesocialsciences. foundations forspecialstudiesinthenaturalsciences, a moreintensivetrainingintheliberalarts,andlays philosophy, law, and theology. It also gives the student Philosophy majorpreparesstudentsforgraduateworkin the moreparticularpartsofhumanknowledge.The up thegeneralquestionswhoseanswersunderlie Philosophy comes before other studies in that it takes MAJOR INPHILOSOPHY Learning Outcomes strengthened bythistradition. is toengagestudentsintheactivityofphilosophy an essentialdimensionofthistradition.Ourmission existence withaneyetowarddiscerningthetruthis mind. Grapplingwithfundamentalquestionsofhuman friendship amongallwhotakeseriouslythelifeof the Catholicintellectualtradition.We seekintellectual ongoing engagementofitsfacultyandstudentswith Department ofAssumptionCollegeisfoundedonthe and reasonitsbroadermission,thePhilosophy commitment toembodythecomplementarityoffaith concern for human beings. Guided by the College’s philosophical inquiryattendstoallthatisofultimate areas of inquiry. Animated by a love of ideas, understanding truthswhicharefundamentaltoall Philosophy isareasoned quest for and joy in MISSION STATEMENT Christian Göbel,AnthonyD.Traylor. Paul J.Gallagher, DanielP. Maher; (Chairperson), J.PatrickCorrigan,MollyB.Flynn, Associate Professors Professors: • • • • • Medieval Philosophy(PHI355–PHI 359) Ancient Philosophy(PHI350–PHI 354) PHI 340 PHI 202 PHI 100 evaluating theirformalstructures Constructing andassessingarguments philosophical conversation Engaging respectfullyandconstructivelyin manner Writing clearly, insightfullyandinawell-ordered discern theirfundamentalprinciples Appreciating andevaluatingpositionsinorderto Reading textscloselyandcarefullyincontext LouiseCarrollKeeley, NalinRanasinghe; : Frederick R. Bauer, GavinT. Colvert Metaphysics Ethics Introduction toPhilosophy Assistant Professors :

Advisor, Prof. Patrick Corrigan, during or before the are encouragedtocontacttheDepartment’s Graduate Students consideringgraduatestudyinphilosophy developing theircompetencyhereattheCollege. Latin), Philosophymajorsareencouragedtobegin foreign language(French,German,Greek,or expected todevelopaproficiencyinoneormore possible. early in one’s curriculum, in the sophomore year when PHI 202 Ethics (WE). This course should be taken with anintermediatelevelPhilosophycourse,usually the Writing Emphasis Core Curriculum requirement offerings. Two furthercoursesfromanyofthePhilosophycourse Two upperlevelcoursesinPhilosophy(300–400level) 4. 3. tradition. Thisminorisdesigned forthosewhowant reflections have shaped the Western intellectual and textswhosepolitical, philosophical, andlegal ethics andconstitutionalism throughthosethinkers and PoliticalScience,theLEX minorengagesthelaw, Jointly sponsoredbytheDepartmentsofPhilosophy ­CONSTITUTIONAL STUDIES(LEX) MINOR INLAW, ETHICS,AND approval oftheDepartmentChairperson. the student’s majorandinterests,subjecttothe member oftheDepartment,takingintoconsideration The minor program is planned in consultation with a offerings. Two furthercoursesfrom the PhilosophyDepartment 4. 3. 2. 1. Two HistoryofPhilosophycourses One IntermediatePhilosophycourse(200level) Required Courses (6) enable thestudenttoseehis/hersubjectinperspective. any major, broadenthestudent’s background,and The minorinPhilosophyisdesignedtostrengthen MINOR INPHILOSOPHY junior year.

As graduatestudentsinphilosophyare The Departmentrecommendsthatmajorssatisfy Contemporary Philosophy(PHI370–PHI389) Modern Philosophy(PHI360–PHI369) Contemporary Philosophy(PHI370–PHI389) Modern Philosophy(PHI360–PHI369) Medieval Philosophy(PHI355–PHI359) Ancient Philosophy(PHI350–PHI354) PHI 100IntroductiontoPhilosophy DEPARTMENT OFPHILOSOPHY 7/19/13 2:30 PM PHILOSOPHY 155 156 DEPARTMENT OF PHILOSOPHY

to acquire the liberal arts skills essential to professional practical examples will be examined in an attempt to understand and personal excellence, as well as to all those who the best human life. Prerequisite: PHI 100. This course fulfills aspire to thoughtful citizenship. For more information, the second philosophy requirement in the Core Curriculum. please consult the entry for LEX in “Interdisciplinary Colvert, Flynn, Gallagher, Maher, Ranasinghe/Three credits Programs” or contact its Director, Dr. Gregory S. Weiner, at [email protected]. PHI 204 GOD AND THE PHILOSOPHERS An examination of the ways that philosophers have A NOTE ON PRE-LAW: The American Bar Association understood the divine. Topics may include arguments for the confirms that majors and minors across the curriculum, combined existence of God, critiques and defenses of classical theism, with a strong liberal education, provide excellent preparation for the appropriate language to speak of the divine, the problem law school. Assumption’s Pre-Law Program provides personalized of evil, the nature of religious experience, why miracles advising, co-curricular activities, and development opportunities may be problematic, science and God. How does one’s for all students considering law school. See the “Pre-Law” section understanding of the existence and character of the divine under “Cooperative Programs of Study.” Above all, students bear on one’s self-understanding and how one lives? Prereq- considering law school should choose a major that interests them, uisite: PHI 100. This course fulfills the second philosophy pursue academic excellence in that field, and contact the pre-law requirement in the Core Curriculum. advising coordinator, Prof. Bernard J. Dobski, at 508 767–7369 Bauer, Göbel, Traylor/Three credits or by e-mail at [email protected]. PHI 205H–206H FOUNDATIONS: PHILOSOPHY AND RELIGION COURSE This course is an interdisciplinary introduction to the religious and philosophical foundations of the West. The purpose of the course is to help students discover the principles at the heart of Western civilization and thereby descriptions develop a critical approach to their own thoughts and PHILOSOPHY (PHI) actions through a study of the major thinkers who have formed our culture. This course is taught as a two-semester PHI 100 INTRODUCTION TO PHILOSOPHY sequence in PHI and THE. Students may take either or A course designed to familiarize the student with the activity both semester(s) and receive three credits for each semester. called philosophy. The student is introduced to some of the Same as THE 205–206. Prerequisite: PHI 100. Depending major questions examined in depth in the different parts of on which designation a student opts for, this course fulfills philosophy covered in the Intermediate Level Courses. This either the second philosophy or the second theology course is required in the Core Curriculum. requirement in the Core Curriculum. Staff/Three credits Corrigan, LePain, Ranasinghe/Three credits each semester

PHI 200 PHILOSOPHY OF NATURE PHI 265 INTRODUCTION TO PEACE STUDIES This course studies the beginning of philosophy and natural Regrettably, conflict and its violent resolution have marked science in the early Greek philosophers and the continuation human history. At the same time, however, human beings of their thought in modern science. The seeds which developed have consistently expressed their desire for peace and into an understanding of change, and the kinds of cause found proposed strategies to eliminate or at least reduce violence. in the natural world. Prerequisite: PHI 100. This course fulfills This interdisciplinary course is designed to acquaint students the second philosophy requirement in the Core Curriculum. with a variety of reflections about the causes of and remedies Flynn, Maher/Three credits for violent conflict. Göbel/Three credits PHI 201 PHILOSOPHICAL PSYCHOLOGY This course looks at the method of studying life in PHI 310 LOVE AND FRIENDSHIP philosophical psychology and its place in the complete This course investigates the kinds of love, their causes and study of life with experimental psychology and biology. effects, as well as the necessity, nature, forms, and properties It investigates the main problems of the discipline and of friendship. Prerequisites: PHI 100 and one intermediate solutions offered by Greek and modern philosophers. (200) level course. Prerequisite: PHI 100. This course fulfills the second Corrigan, Gallagher/Three credits philosophy requirement in the Core Curriculum. Bauer, Flynn, Ranasinghe, Traylor/Three credits PHI 314 PHILOSOPHY OF LAW A discussion of the classical and contemporary writings on PHI 202 ETHICS the source of, authority, the nature and kinds of law, the Ethics is an exploration of the question, “How should I live?” interpretation of law, and theories of punishment. Classical, modern, and contemporary positions, as well as Colvert/Three Credits

43768_13_Philosophy.indd 156 7/19/13 2:30 PM 43768_13_Philosophy.indd 157 of abstract, systematic, argumentative treatises. However, Philosophical ideas are most often presented in the form PHI 327 Colvert, Ranasinghe/ level course. ethics. Prerequisites:PHI100andoneintermediate(200) evil, theoriesofvirtue:ancientandmodernglobal groundwork and Aristotle’s of theinstructorandstudents.Possibletopicsinclude: a particulartext,author, orissueaccordingtotheinterests (PHI 202)willbepresupposed.Thiscoursemayfocuson with basicmoraltheoriesandproblemsstudiedinEthics a majortextoranissueinmoralphilosophy. A familiarity to gobeyondthebasiclevelofstudyinethicsexamine This courseisdesignedforjuniorsandseniorswhowish PHI 322 Maher/ PHI 202orpermissionofinstructor. allocation ofscarceresources.Prerequisites:PHI100and animal andhumanresearchsubjects,geneticscreening, enhancement, abortionandperinatalcare, treatmentof may includeassistedsuicide,fertilitytherapies,biotechnical and tocriticizevariousactions.Thetopicstreatedvary, and the coursefallsonargumentsthatattempttojustify arguments indefenseofthosedecisions.Theemphasis close examination of practical decisions and philosophical Historical medicalandlegalcasesprovidethecontextfor surveying aseriesoftopicsappropriatetobiomedicalethics. This course studies moral reasoning in relation to health by PHI 321 Bauer, Gallagher/ (200) levelcourse. mental issues.Prerequisites:PHI100andoneintermediate Business inmodernsociety:socialresponsibilityandenviron with regardtotheemployee,consumer, andgovernment. involving issuesoftherightsandresponsibilitiesbusiness will bedonebyexaminingcasestudiesandlegaldecisions justice andtheapplicationofthesetheoriestobusiness.This This courseisareviewofthe maintheoriesofethicsand PHI 320 Colvert, Gallagher/ (200) levelcourse. emphasized. Prerequisites:PHI100andoneintermediate duties andresponsibilitieswithrightslibertieswillbe the traditionofAmericanindividualism.Thepairing and moraldimensionsofthethemewillbeexaminedin realizing acommongood.Political,social,economic, the cultivationofpublicspiritednessforpurpose exists betweentheachievementofprivatedesiresand individual andthecommunitytensionwhich This courseexaminestherelationshipbetween PHI 318 Three credits Nicomachean Ethics PHILOSOPHY AND LITERATURE ADVANCED TOPICS IN ETHICS BIOMEDICAL ETHICS BUSINESS ETHICS INDIVIDUAL AND COMMUNITY Three credits Critique ofPracticalReason Three credits Three credits , environmentalethics,Kant’s , the problem of - PHI 100andoneintermediate(200)levelcourse. Bergman, Godard,Truffaut, Lee,andothers.Prerequisites: will be read alongside works by such cinematic greats as film beanewmodeofphilosophicalexpression?Filmtheory How is film related to culture, politics, and social life? Can How isknowledgetransmittedthroughthemediumoffilm? sound changetraditionalconceptionsofrepresentation? tation forphilosophy. Howdoesthemovingimageand This courseexaminestheimplicationsofcinematicrepresen PHI 333 Ranasinghe, Traylor/ course. Prerequisites: PHI100andoneintermediate(200)level presented inhisorherargumentativeandliteraryworks. literary textsorstudythethoughtofasingleauthoras through a mixture of systematic, argumentative texts and insight. Thiscoursewilleitherstudyaphilosophicalissue moral situation, often presents significant philosophical discernment of the human condition and its probing ofour philosophical discourse.Literature,withitskeen philosophical insightisnotrestrictedto­ Ancient period.ItfulfillstheArea 1HistoryofPhilosophy treated by other history of philosophy courses covering the This course studies a figure or school of philosophy not PHI 354 Corrigan, Ranasinghe/ uisites: PHI100andoneintermediate(200)levelcourse. contrasted withthoseofsomeotherphilosophers.Prereq answers tothecentralquestionsofphilosophy, willbe nature andpurposeofphilosophy, aswellhis tentative to selectedpartsinotherdialogues.Plato’s positionsonthe several majordialoguesofPlatowithnumerousreferences This courseundertakesadetailedreadinganddiscussionof PHI 350 Staff/ intermediate (200)levelcourse. and needsofstudents.Prerequisites:PHI100one Topic changesaccordingtotheinterestofprofessor philosophical issuenotcoveredbyotherthematiccourses. This courseoffersastudyatanadvancedlevelof PHI 345 Flynn, Maher/ course. Prerequisites: PHI100andoneintermediate(200)level and theprincipleforfindingroadtofollowinscience. after ofwhatis,howthehumanbeingistowardstruth Topics include:thesearchforfirstcauses,before and the kind of experience necessaryfor pursuing this wisdom. which isthegoalofallphilosophicalactivity. Itexamines The courseexaminestheaimandsubjectofthatwisdom PHI 340 Flynn/ Three credits Three credits PHILOSOPHY AND FILM SPECIAL TOPICS IN ANCIENT PHILOSOPHY PLATO SPECIAL TOPICS INPHILOSOPHICALISSUES METAPHYSICS Three credits Three credits Three credits conventional - - 7/19/13 2:30 PM PHILOSOPHY 157 158 DEPARTMENT OF PHILOSOPHY

Requirement for Philosophy Majors and Minors. “Focus in intellectual movement known as the Enlightenment. Prereq- the History of Philosophy” courses are foundational to the uisites: PHI 100 and one intermediate (200) level course. Philosophy major. Texts, issues and positions of the past Corrigan, Gallagher, Göbel/Three credits are studied for more than merely their antiquarian interest. Philosophizing well requires coming to grips with the ideas PHI 365 LATE MODERN PHILOSOPHY and continued significance of major thinkers in the tradition. The course undertakes an investigation of the philosophical These courses are not “survey” courses; they focus upon key movement known as German Idealism, in its beginnings figures or philosophical issues characteristic of the period. with Immanuel Kant, its maturity in thinkers such as Fichte, With the help of the professor, students cultivate the art Schelling, and Hegel, and its self-overcoming in thinkers of independent philosophical research and writing, leading such as Feuerbach, Marx, and Schopenhauer. Prerequisites: to the completion of a substantive essay characterized by PHI 100 and one intermediate (200) level course. a style appropriate to professional philosophical writing Staff/Three credits and argumentation. In keeping with the tradition of the Department, each year senior majors present a paper from one PHI 369 SPECIAL TOPICS IN MODERN PHILOSOPHY of their history of philosophy courses to their peers and the This course studies a figure or school of philosophy not faculty in the Philosophy Department. Fall Semester. Prereq- treated by other history of philosophy courses covering the uisites: PHI 100 and one intermediate (200) level course. Modern period. It fulfills the Area 3 History of Philosophy Staff/Three credits Requirement for Philosophy Majors and Minors. Content and pedagogical objectives of the course are similar to those PHI 355 AUGUSTINE AND AQUINAS described in PHI 354 above. Fall Semester. Prerequisites: The new intellectual environment of philosophy in medieval PHI 100 and one intermediate (200) level course. times will be investigated through a study of the writings Staff/Three credits of two of the greatest thinkers of the West. Of particular interest will be the union of and tension between the wisdom PHI 370 EXISTENTIALIST THOUGHT of the philosophers and the wisdom of the Scriptures present This course is an examination of that human experience and in each author’s work. Prerequisites: PHI 100 and one philosophy which is perhaps most clearly representative of intermediate (200) level course. the contemporary West. The roots of existentialist thought Colvert, Flynn, Göbel/Three credits in the writings of Kierkegaard and Nietzsche, and then a consideration of similarities and differences in the work of PHI 357 CROSSROADS: ISLAMIC, JEWISH AND several existentialist writers. Prerequisites: PHI 100 and one CHRISTIAN PHILOSOPHY intermediate (200) level course. This course involves an investigation of the contributions of Traylor/Three credits Islamic, Jewish and Christian thinkers to the roots of modern philosophical issues and problems. Students will be introduced PHI 375 AMERICAN PHILOSOPHY to important classical figures in each tradition discussing a This course examines American transcendentalism, including set of common problems. Consideration will be given to the Neo-Hegelian Idealism, the pragmatism of Pierce, James, contemporary implications of classical views. Prerequisites: and Dewey, and the process philosophy of Whitehead. PHI 100 and one intermediate (200) level course. ­Prerequisites: PHI 100 and one intermediate (200) level course. Colvert/Three credits Bauer/Three credits

PHI 359 SPECIAL TOPICS IN MEDIEVAL PHILOSOPHY PHI 380 20TH-CENTURY CONTINENTAL PHILOSOPHY This course studies a figure or school of philosophy not An examination of the French and German philosophical treated by other history of philosophy courses covering the movements of the 20th century, topics in this course may Medieval period. It fulfills the Area 2 History of Philosophy include the phenomenology of Edmund Husserl and Maurice Requirement for Philosophy Majors and Minors. Content Merleau-Ponty, the ontological analyses of Martin Heidegger, and pedagogical objectives of the course are similar to those the neo-Marxism of the Frankfurt School, the hermeneutics described in PHI 354 above. Spring Semester. Prerequisites: of Hans-Georg Gadamer and Paul Ricoeur, and the postmod- PHI 100 and one intermediate (200) level course. ernism of Jacques Derrida and Jean-Francois Lyotard. Staff/Three credits ­Prerequisites: PHI 100 and one intermediate (200) level course. Flynn, Gallagher, Traylor/Three credits PHI 360 EARLY MODERN PHILOSOPHY This course undertakes a study of the European thinkers, from PHI 389 SPECIAL TOPICS IN CONTEMPORARY Descartes and Hobbes to David Hume, who contributed PHILOSOPHY to and wrestled with modern science and its revolutionary This course studies a figure or school of philosophy not impact on Western civilization. Examination will focus on the treated by other history of philosophy courses covering respective roles of reason and experience in our understanding the Contemporary period. It fulfills the Area 4 History of of ourselves and the universe, which culminates in the Philosophy Requirement for Philosophy Majors and Minors.

43768_13_Philosophy.indd 158 7/19/13 2:30 PM 43768_13_Philosophy.indd 159 Staff/ Permission oftheChairpersonisrequiredinallcases. uisites: PHI100andoneintermediate(200)levelcourse. Offered only to highly qualified Juniors and Seniors. Prereq Individually supervisedstudyofaparticularareaPhilosophy. PHI 405 Staff/ uisites: PHI100andoneintermediate(200)levelcourse. to thosedescribedinPHI354above.SpringSemester. Prereq Content andpedagogicalobjectivesofthecoursearesimilar Three credits Three credits INDEPENDENT STUDY - - Staff/ intermediate (200)levelcourse. in thePhilosophymajor. Prerequisites:PHI100andone end ofthesemester. Thiscoursewillcountasanelective work willbepresentedattheHonorsColloquium supervision of afaculty mentor. Asummary of the capstone be an original research thesis or creative work under the Honors Seminar(HON300).Theresearchprojectwill project that was proposed and approved during the In thiscoursethestudent will conducttheresearch PHI 444 Three credits HONORS THESIS INPHILOSOPHY 7/19/13 2:30 PM PHILOSOPHY 159 160 DEPARTMENT OF POLITICAL SCIENCE

Professor: Daniel J. Mahoney (Augustine Chair in MAJOR IN POLITICAL SCIENCE (11) Distinguished Scholarship); Associate Professors: Bernard J. Dobski (Chairperson), Geoffrey Vaughan, Director Required Courses of the Fortin and Gonthier Foundations Program; • Four Intermediate courses (normally taken Assistant Professors: Jeremy Geddert, Gregory Weiner; Sophomore year) (4) Lecturer: Mary Beth Burke. POL 201 American Government POL 203 Modern States MISSION STATEMENT POL 205 Political Philosophy The major is designed to provide a comprehensive POL 207 Peace and War grounding in the fundamental principles and problems of a science whose relevance to contemporary life • One course from three of the following five areas (3) is immediate, yet whose tradition is venerable. Its POL 310–319 American National Government concern is to help students become liberally educated POL 320–329 American Public Policy men and women, rather than narrowly trained POL 330–349 Major Foreign States functionaries. Nevertheless, it prepares students in POL 350–359 Political Philosophy more than a general way for successful work in such POL 380–389 Political Philosophy fields as government service, international affairs, POL 370–379 International Politics graduate study, journalism, law, teaching, publishing and business. The political science program consists • Three courses from the rest of the departmental of basic courses, open to all students, and advanced offerings at the introductory and upper levels (3) courses for all students except first-year students. • POL 409 Research Seminar (To be taken in the THE BASIC POLITICAL SCIENCE Fall of Senior year.) COURSES ARE: POL 110 Political Issues for Americans: The NOTE: All first-year students who think they may major in Quest for Justice Political Science or who have an interest in politics are urged to POL 201 American Government take POL 110 Political Issues: The Quest for Justice or any of POL 203 Modern States the required intermediate courses listed above. POL 205 Political Philosophy POL 207 Peace and War MINOR IN POLITICAL SCIENCE (6) Students majoring in other fields may minor in Selections from these basic courses may be counted Political Science by planning their program with a toward the College’s social science core and/or as departmental advisor. credit in a Political Science Major or Minor. The courses cover the major fields in Political Science, Of the six required courses, at least three of the namely: following must be taken: POL 201 American Government • American National Government—the consti- POL 203 Modern States tutional founding, institutions and parties POL 205 Political Philosophy ­constitutional law, civil rights, and political POL 207 Peace and War thought in the U.S. • American Public Policy and Administration— For the three additional courses, two must be numbered political economy, urban politics, and democratic above POL 207, producing a total of 18 credits of leadership. Political Science. The student must earn at least a C • Major Foreign States—the institutions, practices, average in the courses in Political Science. and traditions of European, Latin American, Asian, and African States. MINOR IN LEX: LAW, ETHICS AND • Political Philosophy—speculation on political life CONSTITUTIONAL STUDIES (7) from Plato and Aristotle to Machiavelli, Hobbes, Jointly sponsored by the Departments of Political Locke, Rousseau, Marx, and Nietzsche. Science and Philosophy, the LEX minor engages • International Politics—relations of peace and the law, ethics and constitutionalism through those war among states, American foreign policy, and thinkers and texts whose political, philosophical, diplomacy. and legal reflections have shaped the Western intellectual tradition. This minor is designed for Students are urged to plan a program of study by those who want to acquire the liberal arts skills selecting from among major and elective courses those essential to professional and personal excellence, appropriate to their personal interests and objectives. as well as to all those who aspire to thoughtful

43768_14_PoliticalScience.indd 160 7/19/13 2:30 PM 43768_14_PoliticalScience.indd 161 Burke, Vaughan/ Curriculum. (SameasART 150–151)(Fall,Spring) Science, thesecoursescountas a socialscienceintheCore credits inpoliticsandthree inart.Taken asPolitical of slidesthemajorartistic works. Studentsearnthree each historicalperiod,aswelltheviewingandanalysis of textsaboutthemajorpoliticalandartisticprinciplesin Both semestersemphasizethereadingandinterpretation Europe through20thcenturyandtheUnitedStates. the Renaissance.ThesecondsemesterstudiesModern zation. ThefirstsemesterstudiesAncientGreecethrough politics and art in ten successive periods of Western -Civili The twosemestersconcentrateonthestudyofworlds A two-semesterinterdisciplinarycourseinpoliticsandart. 150H–151H POL Staff/ Curriculum asasocialscience.(Fall,Spring) in abroaderanddeeperperspective.CountstheCore foreign policywillbeanalyzedtoputthe“issues”ofpolitics contemporary Americanpoliticaldebatesondomesticand literature, speechesandwritingsbystatesmen,aswell for justice.”Classicworksofpoliticalreflection, that illuminatetheongoinghuman—andAmerican—”quest range ofpoliticalissuesand classic andcontemporarytexts introduction topoliticsthroughacriticalexaminationoffull This beginner’s courseinpoliticalscienceprovidesan POL 110 POLITICAL SCIENCE(POL) descriptions assumption.edu. Bernard J.Dobski,at508767-7369orbye-mailbdobski@ that field,andcontactthepre-lawadvisingcoordinator, Prof. choose amajorthatintereststhem,pursueacademicexcellencein of Study.” Aboveall,studentsconsideringlawschoolshould school. Seethe“Pre-Law”sectionunder“CooperativePrograms development opportunities for all students considering law provides personalized advising,co-curricular activities, and preparation forlawschool.Assumption’s Pre-LawProgram combined withastrongliberaleducation,provideexcellent confirms that majors and minors across the curriculum, A NOTEONPRE-LAW: assumption.edu. its Director, GregoryS.Weiner, atgs.weiner@ the entryin“InterdisciplinaryPrograms”orcontact citizenship. Formoreinformation,pleaseconsult COURSE Three credits POLITICAL ISSUES: THE QUESTFORJUSTICE Three credits POLITICS I AND II FOUNDATIONS: ART AND The American Bar Association

- POL 205 Geddert, Mahoney/ all students.(Fall,Spring) 20th centuryexperienceoftotalitariandespotism.Opento liberal democraciesofGreatBritainandFranceonthe political systems,withanemphasisontheWestern European A comparativeanalysisofmajortypesancientandmodern POL 203 Weiner/ principles. Opentoallstudents.(Fall,Spring) sexual equality, privacy—asexpressionsofdebatesoverour to majorcontemporary issues—free speech, racial and parties andinterestgroups.Considerationwillalsobegiven in ourextra-governmentalinstitutions,suchaspolitical Congress and the Executive and Judiciary branches—and especially asreflectedinourgovernmentinstitutions— political principles,suchasliberty, democracy, andequality, and processesofAmericangovernment.Itfocusesonour This courseisanintroductiontotheprinciples,institutions, POL 201 Weiner/ philosophical traditionthatpreceded thefounding. understand thoseprinciples,wealso examinethepoliticaland subsequently orientedtheAmerican wayoflife.Inseekingto the founding of the American political order andhave An investigationintothefundamentalprinciplesthatinformed POL 312 Weiner/ Franklin D.Roosevelt.(Fall) Wilson’s writings and speeches of Abraham Lincoln, Woodrow Common Sense works mightinclude development oftheprinciplesAmericanpolitics.Major Historical surveyofAmericanpoliticalthoughttracing POL 311 Geddert, Dobski/ interpretations ofworldpoliticsareevaluated.(Fall,Spring) and theinstrumentsformaintainingorrestoringpeace.Major istics ofinternationalpoliticssincetheendColdWar, peace wasachievedafterthetwoworldwars,character outset ofthe21stcentury. Itconsiderswhynoenduring especially duringthe20thcenturyof“totalwar,” andatthe This courseexaminestheroleofwarinhumanaffairs, 207 POL Staff/ Open toallstudents.(Fall,Spring) as Plato,Aristotle,St.Augustine,Machiavelli,andMarx. principles ofpoliticalphilosophyaccordingtothinkerssuch political lifeofWestern Civilization.Itexaminesthebasic political philosophyinthephilosophicalthoughtand This courseisanintroductiontothenatureandplaceof Three credits Three credits Three credits Three credits Congressional Government AMERICAN GOVERNMENT THE AMERICAN FOUNDING AMERICAN POLITICAL THOUGHT POLITICAL PHILOSOPHY MODERN STATES PEACE ANDWAR , AlexisdeTocqueville’s Three credits Three credits The FederalistPapers , andwritingsspeechesof Democracy in America , ThomasPaine’s - , 7/19/13 2:30 PM POLITICAL SCIENCE 161 162 DEPARTMENT OF POLITICAL SCIENCE

POL 314 THE AMERICAN PRESIDENCY POL 324 PUBLIC ADMINISTRATION This course examines the origin, nature, and development This course will consider the role of bureaucracy in federal, of the executive power in American national government. state, and local government. It will analyze the place of Included are comparisons with modern executive administration in a constitutional system of separated development in other forms of government. powers. It will trace briefly the origins and evolution of the Weiner/Three credits study and practice of public administration. The relationship of the bureaucracy to the other branches of government, POL 316 CONSTITUTIONAL LAW the political and ethical dimensions of administration, the The role of the Supreme Court in the American political organization and operation of bureaucracy, and the politics system. Constitutional powers and limitations, with primary of the budgetary process will all be highlighted. (Fall) emphasis on judicial interpretations of the 1st and 14th Staff/Three credits amendments. (Spring) Weiner/Three credits POL 332 RUSSIAN AND POST-SOVIET POLITICS This course examines the political life of post-communist POL 318 PROBLEMS IN CIVIL LIBERTIES Russia. The origin, evolution, and collapse of communist This course will take up in detail some important problems totalitarianism are studied. The efforts to construct in the field of civil liberties. These problems will include the a post-Soviet political and social order in Russia are meaning and scope of the freedoms of speech and religion, highlighted. including such issues as seditious speech, obscenity, school Mahoney/Three credits prayer, parochial school aid, and free exercise of religion. Weiner/Three credits POL 338 NATIONALISM AND FASCISM A survey analysis of the rise, and major forms of, nationalism POL 321 PUBLIC POLICY in the 19th and 20th centuries. Distinctions will be This course examines selected major contemporary national drawn between moderate or patriotic forms (as in liberal problems of the U.S. and the federal policies designed democracies or in movements of national liberation) and to deal with them. Particular problems considered might that extreme form known as fascism. Primary attention will include poverty, welfare, the economy, education, health, be given to the new nationalism and neo-fascist movements transportation, consumer protection, environmental where multinational totalitarian empires have collapsed and protection, and energy. It considers the interaction between where established nation-states have been weakened. parts of the government and between government and Dobski/Three credits interest groups, in formulating and executing public policy. It evaluates the thinking of those who have advocated and POL 345 POLITICAL MASS MURDER opposed the expansion of government responsibility for a Scholars who have studied the 20th century say that far large range of social action. (Spring) more people were killed by their own governments during Staff/Three credits this time than by foreign enemies in wars. This course examines this phenomenon and compares selected major POL 322 POLITICAL ECONOMY cases of political mass murder, including the Jewish holocaust, The purpose of this course is to clarify the tradition of great state induced famines under Stalin and Mao, the killing political economy, to understand its foundations and fields of Cambodia, genocide in Rwanda and Sudan and historical permutations, and to study its relationship ethnic cleansing in Bosnia. It considers how outside powers, and pertinence to pressing public policy concerns of our especially the U.S. and U.N, have responded, when they time. The relationship between “political” and “economic” intervene and how effectively; when and why they refrain phenomena and analysis will be investigated. The course from acting; and whether moral principles or international law focuses on the origins of political economy in moral and permit or oblige states to intervene. political reflection rather than in abstract “scientific” consid- Dobski, Mahoney/Three credits. erations. Authors to be studied include Smith, Marx, Keynes, de Jouvenel, Hayek, and Berger. POL 351 CLASSICAL POLITICAL PHILOSOPHY Mahoney/Three credits Study of the origin and principles of political philosophy in the works of Homer, Herodotus, Thucydides, Plato, POL 323 POLITICAL LEADERSHIP Xenophon, and Aristotle. Relevant works by Roman-era This course is intended as an introduction to the study philosophers and historians (Cicero, Plutarch, Seneca, of democratic statesmanship, or political leadership in a Sallust, Tacitus and Livy) may also be studied. (Fall) . democratic political regime. The primary emphasis will be Dobski/Three credits on the study of the rhetoric and actions of leading American presidents, as well as leading figures from antiquity and from POL 352 EARLY MODERN POLITICAL PHILOSOPHY modern Britain and France. A study of political theories from Machiavelli through Locke Mahoney/Three credits which have presented themselves as critical alternatives to

43768_14_PoliticalScience.indd 162 7/19/13 2:30 PM 43768_14_PoliticalScience.indd 163 those whoseeterrorasanendinitself,use itself inthemodernworld,capturingdifferencebetween It distinguishesthreewaysinwhichterrorismmanifests and thechallengesitposestocontemporarypoliticallife. This courseintroducesstudentstomodern-dayterrorism 376 POL Geddert, Mahoney/ Waltz, andAronwillbeanalyzed. international relations,suchasThucydides, Machiavelli, tional relations.Prominentanalystsandphilosophersof emphasis willbeplacedontheethicaldimensionsofinterna history, andthesocialsciences,willbeconsidered.Principal approaches, drawingonpoliticalphilosophy, political study ofinternationalpolitics.Differentmethodological This course will analyze the variety of approaches to the POL 375 Mahoney/ civilization onthecontemporaryworld. of diplomatic practice, and the impact of modern Western tation ofrelationsbetweenstates,thenatureanddevelopment against abackgroundconsiderationofThucydides’interpre policies of major states in the world today. This study is made This course examines the making and character of the foreign POL 371 Dobski, Mahoney/ critics, andhowitaffectspoliticalpractice. such topicsaswhatutopianismis,itsvariousforms, and AldousHuxley’s Marx andEngel’s societies: ThomasMore’s A studyofthe classic works promotingordenigrating ideal POL 354 Mahoney/ Eastern Europearealsoconsidered. of dictatorship.Theanti-totalitarianRevolutions1989in also comparestotalitariantyrannieswithtraditionalforms revolutions whichhavehadmorelimitedaims.Thecourse ideological revolutionasdistinctfromtraditionalpolitical and Soviet Revolutions to understand the originality of political life.We examinethepoliticalhistoryofFrench “ideologies” whichpromiseafundamentaltransformationof A studyofmodernrevolutionsandtheirconnectionto POL 353 Vaughan/ Bacon, Hobbes,Locke. classical politicalphilosophy. SelectedtextsbyMachiavelli, Three credits Three credits Three credits TERRORISM AND THE MODERN WORLD TERRORISM ANDTHE THE STUDY OFINTERNATIONAL RELATIONS FOREIGN POLICY AND DIPLOMACY CLASSIC UTOPIAS IDEOLOGY AND REVOLUTION Communist Manifesto Three credits Three credits Brave NewWorld Utopia , FrancisBacon’s , GeorgeOrwell’s . Thecourseaddresses New Atlantis 1984 - - , , Islamist terrorism,andtheallureofaworldwithoutborders. posed by the “Catholic New Left,” feminist political theory, and political teachings of the classical and Christian world Islam. Itthenweighsthemostseriouscriticismsofmoral of justwartheorizingintheearlyChurch,Judaismand justifications from classical antiquity, moving to the origins human rightsandinternationallaw. Itbeginswithmilitary zation, andhowtheyapplytocontemporaryreflectionson religious andphilosophictraditionswithinWestern civili on justwarthinkingatthecoreofpolitical,military, Are “just wars” possible? This class examines reflections POL 377 Dobski/ inquiry intotheWest’s responsestoterrorism.(Spring) technologies thattheyuse.Thecourseconcludeswithan employ, thegoalstheypursue,andtactics,targets their origins,historicaldevelopment,thejustificationsthey manifestations ofmodernterrorismvaryfromeachotherin or non-political,ends.Studentswillexaminehowthese those whounderstandterrorismtoserve“otherworldly”, terror asaninstrumenttoachievepolitical goals, and Vaughan/ Theory andPractice”.(Fall) Senior Seminar is entitled “The Modern Political World: conduct research and analysis in political science. This year’s Students submit a final paper demonstrating the ability to planning andpursuitofprojectsrelatedtothesethemes. enduring themesofpoliticallifeandfacilitatesstudent their senioryear. Theseminarinvestigatessomefundamental This course,offeredinfallsemesters,isrequiredofmajors POL 409 Staff/ majors. PermissionoftheChairpersonisrequired. Open tohighlyqualifiedJuniorandSeniorPoliticalScience POL 400 Staff/ An investigationofspecialtopicsinpoliticalscience. 399 POL Mahoney/ democracy andtyrannyinthemodernworld.(Spring) studies aseriesofwriterswhoilluminatethenature self-understanding ofademocraticpeople.Thiscourse drama, hasalwaysbeencentraltotheentertainmentand Literature, suchastheepic,novel,ortragiccomic POL 382 Dobski,Geddert/ Three credits Three credits Three credits Three credits Three credits THE POLITICSOFJUST WARS RESEARCH SEMINAR INDEPENDENT STUDY SPECIAL TOPICS POLITICS AND LITERATURE Three credits - 7/19/13 2:30 PM POLITICAL SCIENCE 163 164 DEPARTMENT OF PSYCHOLOGY

Professors: Leonard A. Doerfler, Paula Fitzpatrick, thinking and communication skills, understand (Chairperson) Arlene C. Vadum; Associate Professors: psychological applications and research methods, Maria D. Kalpidou, Regina Kuersten-Hogan, develop a socio-cultural awareness, and plan Edmund F. O’Reilly, Peter F. Toscano, Jr., Fang effectively for their career, academic, and personal Zhang; Assistant Professors: Sarah Cavanagh, Amy futures. Lyubchik, Maria Parmley; Lecturers: Leslie Lariviere, Paul Sanderson, Colleen Smith, Adam Volungis, MAJOR IN PSYCHOLOGY William Warnken. Candidates for the Psychology Major must complete eleven Psychology courses. MISSION STATEMENT Psychology is a science concerned with mind and REQUIRED COURSES (11) behavior. The psychology program introduces PSY 101 General Psychology (normally taken students to a variety of ways to understand cognition, in the first year) emotion, and behavior. In addition, the program PSY 225 Research Methods in Psychology prepares students for various career paths within (normally taken sophomore year) psychology (human service jobs, graduate study) PSY 265 Statistics (normally taken or in other professions (business, education, public sophomore year) service). The curriculum requires students to sample PSY 400 Research Seminar (normally taken from diverse courses that provide the foundation for senior year) understanding the major concepts and theoretical perspectives of psychology. Students also develop GROUP I TWO COURSES FROM AMONG: skills for understanding and conducting psycho- PSY 116 Abnormal Psychology logical research. The curriculum promotes personal PSY 140 Psychology of Personality growth and development and challenges students PSY 190 Psychology of Development: Infancy to critically evaluate complex social issues. Students and Childhood can explore opportunities for independent research PSY 210 Social Psychology and work in supervised fieldwork placements. The Group I courses are generally taken by first-year department apprises students of the many fields with students and sophomores. which psychology shares borders of concern and inquiry in the pursuit of knowledge. GROUP II TWO COURSES FROM AMONG: PSY 353 Psychology of Learning Description of Our Program PSY 335 Motivation and Emotion The goal of our program is to introduce students PSY 350 Perception to the breadth of the discipline and give them the PSY 351 Physiological Psychology opportunity to develop competence, both as scientists PSY 352 Cognitive Psychology and practitioners. As a consequence, our curriculum All Group II courses carry PSY 101 General requires students to sample from core courses like Psychology as a prerequisite and may be taken once developmental psychology, social psychology, this prerequisite is met. cognitive psychology, and abnormal psychology. Students are also required to complete courses to ELECTIVE COURSES (3) provide the foundation for conducting psycho- Three courses beyond those listed above are logical research. In addition, students are given the required to complete the major and may be chosen opportunity to explore more specialized areas within from any of the Departmental offerings. Students the field like child psychopathology, interpersonal should select electives in consultation with a faculty communication, stereotypes and prejudice, or member in the Psychology Department in order to psychology of women. Students are encouraged to assure a choice most appropriate for each student’s explore opportunities for independent research with program of study. (Additional Group I and II faculty members and work in supervised fieldwork courses, therefore, can be selected as electives, and placements where psychological services are this is encouraged by the Department.) In addition, provided. Students are encouraged to work closely WMS-385 (Women of the World) can be used as an with a member of the psychology faculty to develop elective credit. a program that will best satisfy their intellectual, vocational, and personal interests. MAJOR IN PSYCHOLOGY WITH A CONCENTRATION IN BRAIN, BEHAVIOR, Learning Outcomes AND COGNITION We expect that our students will develop a strong This concentration focuses the psychology major on psychological knowledge base, sharpen their critical courses relevant to the interactions of brain function,

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cognition, and behavior. This concentration is MINOR IN PSYCHOLOGY (6) ideal for students interested in applying to graduate Candidates for the Psychology minor must programs in cognition, neuroscience, or certain clinical complete six Psychology courses approved by the programs focused on the biological basis of psycho- Chairperson. pathology. The major can be combined with further study in natural sciences, and with careful planning REQUIRED COURSES it is possible to pursue a second major or a minor in PSY 101 General Psychology (normally taken one of these disciplines. Students who choose this during the first year) concentration are also encouraged to do internships or independent studies in laboratories studying GROUP I ONE COURSE FROM AMONG: ­psychophysiology, neurobiology, or the biological PSY 116 Abnormal Psychology basis of behavior. PSY 140 Psychology of Personality PSY 190 Psychology of Development: REQUIRED COURSES (14) Infancy and Childhood All of the below courses are required. In addition to PSY 210 Social Psychology these, concentrators will need to take one additional Group I courses are generally taken by first-year Psychology elective in order to complete the students and Sophomores.

Psychology major. PSYCHOLOGY It is highly recommended that interested GROUP II ONE COURSE FROM AMONG: students declare their intention to concentrate in PSY 353 Psychology of Learning Cognitive and Brain Science by the beginning of PSY 335 Motivation and Emotion their junior year. PSY 350 Perception Students are advised to take the Foundations PSY 351 Physiological Psychology in Biological Science courses in their sophomore or PSY 352 Cognitive Psychology junior year. Students are further recommended to take Group II courses carry PSY 101, General Psychology, Physiological Psychology (offered in the fall) in their as a prerequisite and may be taken once this junior year, and to complete the two Neuroscience ­prerequisite is met. Capstones in their senior year. ELECTIVE COURSES FOUNDATIONS OF PSYCHOLOGICAL SCIENCE Three additional courses are required to complete PSY 101 General Psychology the minor and may be chosen from any of the PSY 225 Research Methods Departmental offerings. Students should select PSY 265 Statistics electives in consultation with a faculty member in PSY 400 Research Seminar the Psychology Department in order to assure a choice most appropriate for each student’s program FOUNDATIONS OF BIOLOGICAL SCIENCE of study. (Additional Group I and II courses, BIO 160 Concepts in Biology therefore, can be selected as electives and this BIO 210 Genetics is encouraged by the Department.) In Addition, WMS 385 (Women of the World) can be used as an FOUNDATIONS OF SOCIAL, COGNITIVE, & elective credit. AFFECTIVE NEUROSCIENCE PSY 116 Abnormal Psychology A NOTE ON PRE-LAW: The American Bar Association PSY 210 Social Psychology confirms that majors and minors across the curriculum, PSY 335 Motivation and Emotion combined with a strong liberal education, provide excellent PSY 351 Physiological Psychology preparation for law school. Assumption’s Pre-Law Program PSY 352 Cognitive Psychology provides personalized advising, co-curricular activities, and development opportunities for all students considering law NEUROSCIENCE CAPSTONES school. See the “Pre-Law” section under “Cooperative Programs PSY 402 Social, Cognitive, and Affective of Study.” Above all, students considering law school should Neuroscience choose a major that interests them, pursue academic excellence in BIO 415 Principles of Neuroscience that field, and contact the pre-law advising coordinator, Prof. Bernard J. Dobski, at 508 767-7369 or by e-mail at bdobski@ SUGGESTED (BUT NOT REQUIRED) COURSES: assumption.edu. PSY 350 Perception PSY 310 Stereotypes and Prejudice PSY 325 Clinical Psychology

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PSY 190 PSYCHOLOGY OF DEVELOPMENT: INFANCY COURSE AND CHILDHOOD This course examines human growth and development during infancy and childhood. Emphasis is placed on descriptions the relationship between theory, research, and the application of knowledge in child development. Different PSYCHOLOGY (PSY) theoretical perspectives (psychoanalytic, behavioral, ­cognitive-­developmental); current research on selected PSY 101 GENERAL PSYCHOLOGY topics (e.g., day care, cross-cultural differences in child In this introduction to psychology, students learn the rearing); and ways to encourage optimal growth in children language, methods, theoretical perspectives, and research of at home, with friends, and at school are reviewed. This the discipline. This course introduces students to a range of course counts as a social science in the Core Curriculum topics within psychology, such as the biological and social requirements. (Fall, Spring) bases of behavior, as well as basic principles of perception, Kalpidou/Three credits learning, and motivation. This course counts as a social science in the Core Curriculum requirements. (Fall, Spring) PSY 208 PRACTICUM IN RESIDENT ADVISING AND Staff/Three credits PEER ASSISTANCE This course is intended primarily for resident advisors and PSY 116 ABNORMAL PSYCHOLOGY peer assistants to have additional opportunity beyond their basic training to explore the developmental stages of young This course provides students with a detailed description adults (ages 18–24) in a college setting. In order to facilitate and analysis of the forms of behavior seen as abnormal in our the student’s experiential learning and growth as a resident contemporary culture. Research relevant to and theoretical advisor or peer assistant, a variety of developmental models perspectives on these disorders are presented. Throughout and theorists, such as Maslow, Kohlberg, Gilligan, and the course students are asked to consider the implications Chickering, will be presented and discussed. Course work will of being labeled abnormal and to apply their knowledge to include readings, papers, group discussion, and course projects individual cases. (Fall, Spring) which emphasize practical applications of areas studied. Lyubchik/Three credits Particular attention will be given to such issues as appropriate PSY 140 PSYCHOLOGY OF PERSONALITY peer intervention in crisis situations, referral procedures, The course surveys several important theories of personality substance use/abuse, sexuality, conflict management, and with the goal of helping students explain human behavior maximizing potential for personal growth during the college from a variety of perspectives. Historically significant years. This course is intended for resident advisors and theories, as well as recent interpretations of personality peer assistants with a special interest in understanding the formation and dynamics, will be presented. (Fall, Spring) development of college-age individuals. (Fall) Castronovo, Crimmin/ Zhang/Three credits Three credits PSY 210 SOCIAL PSYCHOLOGY PSY 181 PSYCHOLOGY OF ADOLESCENCE AND This course will examine theoretical and empirical contri- MATURITY butions in the field of social psychology. Specific topics to be The course will examine a wide range of issues in covered include social perception; social cognition; attitudes; adolescence, such as historical perspectives on adolescence; theories of self; interpersonal relations; group processes; biological changes; cognitive development; parenting styles aggression; pro-social behavior; and how social psychology and family dynamics; moral development; drug abuse; and can be applied to everyday life. This course counts as a social psychological disorders of adolescence. The issues will be science in the Core Curriculum requirements. (Fall, Spring) illustrated and further developed through the use of several Parmley/Three credits case studies. (Fall, Spring) Sanderson/Three credits PSY 211 PSYCHOLOGY OF RELIGION An introduction to the study of the psychology of religion PSY 186 PSYCHOLOGY OF AGING with special emphasis on religious development, religious This course is aimed at giving undergraduate students an expressions of psychological problems, perspectives on exposure to the multiple facets of the aging experience within religious maturity, and the works of C.G. Jung and William a lifespan developmental perspective. While an overview of James. (Spring) the basic research on biological, psychological, and social Sanderson/Three credits aspects of aging will be presented, this course will attempt an integration of the material through an exploration of the PSY 214 PSYCHOLOGY OF IDENTITY AND SEXUALITY salient issues faced by the individual elderly person and a An attempt to understand the individual and collective society dealing with an increasingly aged population. (Spring) dimensions of identity from the perspectives of psychology Staff/Three credits

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and cultural anthropology, with a special focus on rites of format) and ethical concerns involved in conducting empirical passage into adulthood and marriage in primitive cultures studies. Prerequisite: PSY 101. (Fall, Spring) and our culture, including the effects of failed rites of Vadum/Three credits passage on identity formation and social structure. With regard to sexual identity, in addition to a focus on how PSY 265 STATISTICS gender issues and gender wounds affect self-image and This course is an introduction to statistical methods interpersonal relationships, we will examine issues in sexual used in behavioral research. The course will cover both development, sexual identity, sexual exploitation, and sexual inferential and descriptive statistics, with an emphasis on harassment/abuse. (Spring) the conceptual understanding of how to use statistics to Sanderson/Three credits summarize and evaluate information. This course counts as a second Math course in the Core curriculum. (Fall, Spring) PSY 215 PSYCHOLOGY OF DREAMS Parmley, Zhang/Three credits This course will begin by studying the physiology and psychology of sleep, sleep disorders, and dreams. We will PSY 285 WOMEN’S STUDIES I: IMAGES look at various theories concerning the meaningfulness of This course is an introduction to the study of women. The dreams from a cross-cultural perspective, including a study of course will develop a coherent, integrated view of women the religious dimension of dreams. Students will be asked to and their roles; emphasize the full range of contributions of and the limited opportunities for women; examine and do an extensive interpretation of several dreams utilizing the PSYCHOLOGY various perspectives (Freudian, Jungian, and existential) we appraise the experiences of women; and critically examine have learned in class. (Spring) the thinking about women at various times and from various Sanderson/Three credits perspectives. The basic approach is interdisciplinary, and the concentration of the course is on women in North America PSY 217 PSYCHOLOGY OF WOMEN from the 19th century to the present. This is the same course This course will acquaint students with the unique experiences as HIS 285, and SOC 285. This course counts as a social and challenges faced by women and girls as they move science in the Core Curriculum requirements. (Fall, Spring) through the complex process of psychological development. Choquette, Farough, Gazin-Schwartz, Kisatsky, Leone, Questions of gender identity, socialization, sex-role stereo- Parmley/Three credits typing, and self-image will be among the topics discussed. In addition, many of the important roles filled by women PSY 286 ORGANIZATIONAL AND INDUSTRIAL throughout the lifespan will be addressed, along with PSYCHOLOGY circumstances, such as poverty and domestic violence, that This courses undertakes a survey of current theory and undermine the well-being of women in American society. practice in the field of industrial psychology. Topics covered Primary source material as well as textbook readings will be include personnel issues, leadership, motivation and required along with class presentations, reflective essays, and satisfaction, and communications. Emphasis will be placed a biography analysis project, among other assignments. (Fall) on the person in the work environment at all levels. (Spring) Three credits Staff/Three credits

PSY 220 INTERPERSONAL COMMUNICATION PSY 295 PSYCHOLOGY OF DEVIANCE This course introduces students to basic theoretical issues, This course is concerned with a critical analysis of the research findings, and practical strategies in the field of meaning of deviance. It examines socially undesirable interpersonal communication. The course examines the deviance; for example, mental disorder, white-collar crime, processes through which people collaboratively construct crime in the streets, and juvenile delinquency, as well as shared understandings in conversation, including discussion social innovation. The theories and research considered will of how ideas about the self are shaped and expressed in focus on the process whereby an individual in our culture dialogue with others. Through readings, discussion, and acquires and adjusts to a deviant status, as well as how exercises, the class will work toward an understanding society defines and reacts to deviance. (Fall, Spring) of how effective communication patterns, as well as Staff/Three credits problematic patterns, arise in the course of person-to-person interaction. (Fall, Spring) PSY 301 FIELD EXPERIENCE IN PSYCHOLOGY Vadum/Three credits This course is designed to give students exposure to the many roles psychologists currently play in the community. Students PSY 225W RESEARCH METHODS IN PSYCHOLOGY are expected to spend 8 to 10 hours per week in a field setting The purpose of this course is to explore the logic and methods for 13 weeks. This translates into 100 hours of placement time. used in psychological research (e.g., control, measurement, It is important to have one full day or two half days available to correlation, and experimental design) as well as the practical complete the field-based component of the course. In addition, (e.g., developing hypotheses, presenting findings in a written students are required to attend a weekly seminar. Prerequisites:

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Limited to Junior and Senior Psychology majors and minors. discussions, student presentations, and case studies. Prereq- Prerequisite: PSY 101. ( Spring), Kuersten-Hogan uisites: PSY 116, PSY 190 (Fall) Three credits Kuersten-Hogan/Three credits

PSY 309 COMMON PROBLEMS IN CHILDHOOD PSY 325 CLINICAL PSYCHOLOGY Parents and child practitioners often encounter children’s This course is a consideration of the history, problems, and problems that may not necessarily reflect psychopathology. techniques of clinical psychology. Research and theoretical This course is an in-depth study of the challenges that issues related to clinical assessment and different methods children face, the guidelines for determining when a behavior of psychotherapy are examined. Prerequisite: PSY 101, PSY is a cause of concern, and how problems can be addressed. 116. (Fall) Students will explore the psychological, biological, and Toscano, Lyubchik/Three credits social roots of difficult phases of development such as difficulty to grow, bed-wetting, problems with sleeping and PSY 335 MOTIVATION AND EMOTION eating, common anxiety problems and fears, bad habits, and This course will examine theoretical and empirical contri- problems in self-regulation and social behavior. Prerequisite: butions to the understanding of human motivation and PSY 190 (Spring) emotion. Specific topics to be covered include the psycho- Kalpidou/Three credits logical bases of motivation and emotion; the motivational- emotional bases of sex and aggression; the development of PSY 310 STEREOTYPES AND PREJUDICE emotion regulation; the communication of emotion; and the This course will examine the current theories and method- social and cognitive influences on motivation and emotion. ologies focused on understanding stereotyping, prejudice, Prerequisite: PSY 101. (Fall, Spring) and discrimination. The origins of stereotypes and Cavanagh/Three credits prejudicial attitudes, and how affective, motivational, and cognitive processes might be involved will be discussed. To PSY 350 PERCEPTION explore these issues, the course will examine how stereotypes The main purpose of this course is to gain an appreciation are assessed, discuss the strengths and weaknesses of of the importance of our sensory and perceptual systems different approaches, and present a multi-method approach in making us uniquely psychological beings. Throughout for assessing stereotypes and prejudice. Topics in the the semester, we will explore what it means to gain a course include: reasons for the persistence and prevalence scientific understanding of these systems. We will consider a of stereotypes and prejudice, understanding psycho- number of different perspectives for addressing these issues logical processes underlying prejudice directed toward a regarding perceptual processes, as well as different methods variety of social groups, and possible ways to change group and procedures for testing sensory responses and perceptual stereotypes or reduce prejudice. Finally, psychology’s current experiences. Students will actively be involved in participating understanding of why people use and apply stereotypes in in computer-based experiments, perceptual simulations, and their everyday behavior and thinking will be investigated. internet assignments. In addition, time will be spent reading Prerequisite: PSY 210 (Spring) and discussing articles to illustrate the everyday importance of Parmley/Three credits our perceptual systems. Sensory disorders and deficits such as hearing loss, loss of proprioception, phantom limbs, and visual PSY 316 ABNORMAL CHILD AND ADOLESCENT agnosia will be discussed. Prerequisite: PSY 101. (Fall) PSYCHOLOGY Fitzpatrick/Three credits This course will provide an understanding of various forms of psychopathology in children and adolescents. It is PSY 351 PHYSIOLOGICAL PSYCHOLOGY intended as an overview of the taxonomy of childhood In this course, stress is placed on determining the contri- disorders with many videotaped examples of different butions and limitations of physiological psychology in disorders to help apply knowledge to actual cases. Different understanding behaviors, such as perception and thinking, theoretical models used to explain how psychopathology psychosomatic disorders, learning, and emotion. Prereq- develops in children will be presented and the role of home uisite: PSY 101. This course fulfills the Core Requirement for and school environment, child gender, ethnicity, culture, a science without a lab. (Fall ) and socioeconomic status will be explored. In addition to Cavanagh/Three credits learning about the characteristics of various psychological disorders in youngsters, a review of the research into the PSY 352 COGNITIVE PSYCHOLOGY causes and outcomes of mental disorders in children and The purpose of this course is to give each student an adolescents will be explored. Finally, special challenges opportunity to consider what it means to have knowledge and in diagnosis, assessment, and treatment of psychological to explore how it is possible to have a scientific understanding disorders in children are highlighted. This seminar-style of what it means to think. We will discuss a number of historical course includes lectures but heavily emphasizes class and contemporary theories of how we acquire, store, and use information about the world. The importance and relevance

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of these ideas will be explored by studying their application in are required to design and conduct a research project during diverse fields, such as artificial intelligence, law, neuroscience, the course of the semester. (Senior and Junior Psychology health, and aging. Prerequisite: PSY 101. (Spring) majors) Prerequisite: PSY 225, 265. (Fall, Spring) Fitzpatrick, Fitzpatrick/Three credits Kalpidou, Parmley, Zhang/Three credits

PSY 353 PSYCHOLOGY OF LEARNING PSY 401 SENIOR SEMINAR The purpose of this course is to provide students with This course is designed to offer the student an opportunity a grounding in important principles of learning, such as to integrate concepts introduced in previous psychology conditioning, extinction, generalization, and discrimination. courses and to examine one psychological issue The behavioral approach of B.F. Skinner is predominant in depth. The course format will vary with instructors. throughout the course, although the concepts of important ­Prerequisite: Senior and Junior Psychology majors. (Spring) learning theorists such as Thorndike, Tolman, and Hull are Staff/Three credits also presented. In addition, the philosophical underpinnings of a learning-based model of human behavior and the PSY 402 SOCIAL, COGNITIVE, AND AFFECTIVE complex questions of freedom and determinism raised by NEUROSCIENCE modern behaviorism are addressed in the course. Prereq- This upper-level seminar course will lead students to uisite: PSY 101. (Fall, Spring) understand and critique contemporary peer-reviewed research in the fields of social, cognitive, and affective

Staff/Three credits PSYCHOLOGY neuroscience. After a brief review of brain anatomy and PSY 399 INDEPENDENT STUDY technologies used to study the live human brain, we will Open to qualified Junior and Senior Psychology majors with critically examine a number of representative research permission of the instructor, the Chairperson, and the Dean articles in the aforementioned domains. Topics of of Studies. (Fall, Spring) interest will include topics such as the neural substrates Staff/One to Three credits of consciousness, prejudice, language, emotion, and ­psychopathology. Requirements for the course include PSY 400 RESEARCH SEMINAR PSY351 Physiological Psychology (or permission of This seminar is a continuation of PSY 225 focusing on more instructor).(Spring) advanced problems of research design and analysis. Students Cavanagh/Three credits

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Associate Professors: Steven Farough (Chairperson), Amy 6) To gain specific competencies in theory, research Gazin-Schwartz, Richard Gendron; Assistant Professors: methodology and analysis; Robert Biggert, Alison Cares; Lecturers: Flavia Stanley 7) To engage in learning outside the classroom Professor Emerita, Susan Perschbacher through community service learning and internship opportunities and extracurricular activities such as MISSION STATEMENT lectures, workshops, and “teach-ins.” The Department of Sociology and Anthropology seeks to educate students about the richness and diversity of MAJOR IN SOCIOLOGY social life in an increasingly interconnected, complex, The Major in Sociology engages students in critical and multicultural world. Department faculty offer analyses of social structures, social interactions, and students opportunities to cultivate the development of the linkages between the two. Through courses sociological and anthropological perspectives, which and extracurricular activities, department faculty link the individual to history, society and culture. provide students with ways to think critically about We accomplish this through a variety of pedagogical their world, their society, and themselves. Students practices both inside and outside of the classroom, acquire new and different ways of looking at the enhancing critical intelligence (independent thinking), human community, including: an appreciation of the fostering compassionate service, and encouraging social patterning of behavior; an understanding of students to become informed, deliberative and the development of communities; an awareness of the engaged citizens. functions and dysfunctions of societal institutions; and Drawing on the theoretical and analytical tools a deeper comprehension of the diverse ways of being of sociology and anthropology, students are taught human. to use the results of empirical investigation to look The program of studies in Sociology and under the surface of social phenomena and to probe Anthropology seeks to contribute to the liberal the taken-for-granted social world in which they arts experience by encouraging the discovery of live. Developing the requisite skills to accomplish one’s self and one’s relationship to, and responsi- this also prepares students to compete successfully bilities for, others. The program is designed to allow in the 21st century global economy where critical students to explore sociological contributions to thinking, writing, and oral communication are at a understanding social change and to solving social premium. problems. A wide variety of internships opportunities The Department of Sociology and Anthro- are available to students. Through these internship pology contributes to a liberal arts education within placements and the department’s course offerings, the context of Catholic intellectual traditions by students may discover a variety of options for future encouraging self-discovery and promoting social careers. A major in Sociology prepares students for justice. The department educates students to graduate study in the field of Sociology, as well as for understand their world and encourages them to work graduate study in related fields such as social work, for social change. urban planning and policy analysis, gerontology, education, law, journalism, and criminal justice. The LEARNING GOALS: Sociology and Anthropology program also provides The Department of Sociology and Anthropology has an important background for a wide range of identified the following specific learning goals for our occupations in which knowledge of human behavior, students: social relationships, and institutional practices is 1) To develop an understanding of sociological and important. anthropological approaches to analyzing and In acquiring competencies in the method- addressing the complex interactions between ological and theoretical approaches of Sociology individuals and societal, historical and cultural and Anthropology, students have the opportunity to forces; explore human relations in their most fundamental 2) To appreciate the diverse ways of being human and as well as their broadest scope, from the dynamic understand the need for multicultural awareness; intimacy of small groups to the structures of entire 3) To better understand how social inequality is based societies. upon divisions of class, race, ethnicity, gender, age and sexual orientation; Required Courses (12) 4) To gain awareness of how concerns for social ANT 131 Cultural Anthropology justice guide movements and policies for social SOC 121 Principles of Sociology change; SOC 300 Statistics 5) To develop critical thinking skills, and to acquire SOC/ANT 350 Sociological Theory the written and oral communication skills necessary SOC/ANT 465 Sociological Research Methods for successful careers and post-graduate education; SOC/ANT 475 Senior Seminar

43768_16_Sociology.indd 170 7/19/13 2:31 PM 43768_16_Sociology.indd 171 Students are urged to take courses in related fields, minor inanyotherdiscipline, includingAnthropology. departmental concentration, SociologyMajorscan be notedonthestudent’s transcript.Inadditiontothis below. Successful completionofaconcentrationwill requirements forthisconcentration arespecified by concentrating their work in Criminology. The Sociology majorsmaychoosetofocustheirstudies CONCENTRATION INCRIMINOLOGY of sociology. students whowishtoconcentratewithinthediscipline guide thestudent.Departmentaladvisorscanalsohelp recommend a­ content areas within the discipline, we strongly Because theelectivesmustbetakenfromdifferent will helpthestudentdevelopaprograminmajor. student willselectanadvisorfromthedepartmentwho with theDepartmentalChairperson.Atthistime, the student will review her or his academic progress Upon selectingSociologyasamajorprogramofstudy, ADVISING Deviance: Social Change Institutions andCommunity Social Inequality three ofthefourcontentareaslistedbelow: These sixcoursesmustincludeatleastonecoursefrom Six electivecoursesinSociologyandAnthropology. SOC 272 SOC 243 SOC 242 SOC 295 236 SOC SOC 234 SOC 218 SOC 108 ANT 255 SOC 365 SOC 223 SOC 206 ANT 231 ANT 220 WMS 385 SOC 285 SOC 232 SOC 230 SOC 225 SOC 224 SOC 216 SOC 122 ANT 254

departmental advisorwhocanhelp Deviant Behavior Juvenile Delinquency Criminology Masculinities Social JusticeinaGlobalCommunity Social Policy Social Movements World PopulationIssues From ContacttoCasinos Internship SeminarI The FamilyinSociety The SociologyofUrbanLife Environmental Anthropology Magic, Witchcraft, andReligion Women oftheWorld Women’s StudiesI:Images Social InequalityinSociety Aging inSociety Literature ofSocialResponsibility Gender IssuesinSociety Racial andEthnicRelations Social Problems North AmericanIndian Institutions andCommunity, andSocialChange. each ofthreedifferentcontentareas:SocialInequality, Four Electivesfromthelistingsabove,atleastonein SOC 242 Criminology SOC 300 Statistics Required Courses (13) foreign languageskillsinSpanish. in Sociologyshouldalsoconsiderdevelopingtheir Sociology Major, studentsconsideringtheprogram opportunities inurbancontextsforgraduateswitha studies, andphilosophy. Becauseofthemanycareer computer science,economics,globalstudies,women’s such aspsychology, politicalscience,history, statistics, SOC/ANT Electives (Two) Junior Year (sixcourses) SOC/ANT Elective First-year studentsandsophomores(threecourses) Suggested Course SequencefortheSociologyMajor Kennedy 215,x7608. Gendron, Kennedy216,x.7244orProfessorCares, Concentration should consult with Professor Richard institutions. StudentsinterestedintheCriminology Criminology Concentrationmaybetakenatother day schoolcurriculum.NOelectivestofulfillthe the SociologyandAnthropologyDepartment’s regular Note: SOC242and272mustbetakenthrough following courses: One electivecoursemaybeselectedfromthe SOC 272 SOC/ANT 366 SOC/ANT 365 SOC/ANT 465 SOC/ANT 350 ANT 131 SOC 121 SOC 350 Fall Semester ANT 131 SOC 121 CRJ 260E CRJ 251E CRJ 250E CRJ 248E CRJ 248E CRJ 245E CRJ 244E CRJ 110E CRJ 100E HRSR 422 POL 316 SOC 243 Great AmericanCriminalTrials Introduction toForensicScience Introduction toForensicPsychology Introduction toCriminalJustice White-Collar Crime A StudyofViolent Crime Children inCrisis Introduction toCorrections Introduction toLawEnforcement Community-Based Corrections Constitutional Law Juvenile Delinquency Deviant Behavior Internship SeminarII Internship SeminarI Sociological ResearchMethods Sociological Theory Cultural Anthropology Principles ofSociology Sociological Theory: Cultural Anthropology Principles ofSociology 7/19/13 2:31 PM SOCIOLOGY AND ANTHROPOLOGY 171 172 DEPARTMENT OF SOCIOLOGY

Spring Semester SOC 465 Sociological Research Methods: COURSE SOC/ANT Electives (Two) Senior Year (three courses) descriptions Fall Semester: ANTHROPOLOGY (ANT) SOC 300 Statistics SOC/ANT 365 Internship Seminar I OR ANT 130 HUMAN EVOLUTION AND VARIATION SOC/ANT 475 Senior Seminar A survey of the physical evolution and cultural development of humankind from its pre-hominid primate origins to the Spring Semester: emergence of the contemporary human species, Homo SOC/ANT Elective sapiens in the Upper Pleistocene. The nature and signif- SOC/ANT 366 Internships Seminar (Criminology icance of human physical variation (“race”) will also be Concentrators only). examined. Additional topics may include primate social behavior, humankind’s “animal nature,” sociobiology, and MINOR IN SOCIOLOGY (6) post-Pleistocene pre-history. This course counts as a science Students who wish to minor in Sociology will be without a lab in the Core Curriculum. required to take 18 credits in the field. These must Gazin-Schwartz/Three credits include Principles of Sociology (SOC 121) and Sociological Theory (SOC/ANT 350). Cultural ANT 131 CULTURAL ANTHROPOLOGY Anthropology (ANT 131) is the only Anthropology This course will be an overview of the discipline of cultural course that may be counted toward the Sociology anthropology, introducing the student to diverse cultures Minor. Students majoring in Psychology, Human around the globe through reading and analysis of anthro- Services and Rehabilitation Studies, History, Political pologists’ writings about their work. Readings will show Science, Economics, Spanish, pre-medicine, and that humans in different cultures have developed different Global Studies may find such a minor particularly solutions to the same problems. Emphasis will be placed on useful. techniques for learning about other cultures, and the theories and concepts used to understand why humans behave as MINOR IN ANTHROPOLOGY (6) they do. This course counts as a social science in the Core Students who wish to minor in Anthropology will Curriculum. be required to take 18 credits in the field. The Staff/Three credits program must be planned with a departmental advisor. Required courses are ANT 131 and either ANT 130 ANT 132 INTRODUCTION TO ARCHAEOLOGY or ANT 132. The other four courses may be chosen A survey of the field of archaeology, including these from other offerings in Anthropology or Linguistics, topics: the history and goals of archaeology; methods for or pertinent courses in other social sciences, with recovering, dating, preserving, analyzing, and interpreting the advisor’s approval. To maximize work in Anthro- archaeological data; and the contributions of archaeology to pology, students should consider the minor with a a study of the past. May include sections on the archaeology Sociology Major.. To investigate this option more of New England, the archaeology of foraging societies, and thoroughly, students should consult with Professor the origins of agriculture. This course counts as a social Amy Gazin-Schwartz, Kennedy 213, x 7224. science in the Core Curriculum. Gazin-Schwartz/Three credits A NOTE ON PRE-LAW: The American Bar Association confirms that majors and minors across the curriculum, combined ANT 220 MAGIC, WITCHCRAFT, AND RELIGION with a strong liberal education, provide excellent preparation for A cross-cultural study of humankind’s responses to the law school. Assumption’s Pre-Law Program provides personalized wonder and terror of the process of nature, and efforts advising, co-curricular activities, and development opportunities to control these processes through interaction with, and for all students considering law school. See the “Pre-Law” section manipulation and control of, supernatural beings, power, under “Cooperative Programs of Study.” Above all, students and events. Emphasis will be placed on the diversity of considering law school should choose a major that interests them, the human religious experience in its broadest sense. pursue academic excellence in that field, and contact the pre-law This class will consider both anthropological theory and advising coordinator, Prof. Bernard J. Dobski, at 508 767-7369 ethnographic data. or by e-mail at [email protected]. Gazin-Schwartz/Three credits

43768_16_Sociology.indd 172 7/19/13 2:31 PM 43768_16_Sociology.indd 173 a graspofIndian culturesistobeachieved.The topicshave number ofintriguingsubjectswhich needtobeunderstoodif An interdisciplinarycoursewhich permitsinquiryintoa ANT 255 2012–2013; notoffered2013–2014) Choquette, Gazin-Schwartz,Keyes/ science intheCoreCurriculum. the Plains.(SameasHIS254)Thiscoursecountsasocial the Northwest Coast, the Southeast, the Southwest, and such astheArctic,Subarctic,EasternWoodlands, of representative Indian groups within select culture areas, (genetics andnutrition),history, andlinguisticsin thestudy methodology andfindingsofanthropology, biology An interdisciplinarycoursewhichseekstointegratethe ANT 254 Perschbacher/ sociological theoriesandconcepts.SameasSOC236. examination of these issues students learn to apply problems suchasAIDs,genocide,andslavery. Through ethnicity and migration patterns, and international social economics andinequality, diversityandmulti-culturalism, international impact.Issuesthecoursecoversinclude:global to seehowworld-widephenomenaandpolicieshavean challenges studentstoseesocialissuesinawidercontext, community andtotheglobalcommunity. Thecontent This courseconnectsAssumptionCollegetotheWorcester ANT 236 Gazin-Schwartz/ ENV 150IntroductiontoEnvironmentalStudies. Anthropology, ANT132IntroductiontoArchaeology, ANT 130HumanEvolutionandVariation; ANT131Cultural uisite: AnyONEintroductoryanthropologyclasssuchas ecology; andappliedenvironmentalanthropology. Prereq environmentalism andenvironmentaljustice;indigenous globalization, economic development and the environment; cultures. Possibletopicsincludeenvironmentalarchaeology; affect theenvironmentandhowenvironmentshuman of differenttopics,wewillexplorehowhumancultures human culture, and the environment. Using case studies recognizes thesystemicinteractionofhumanbiology, environmental issues.Theanthropologicalperspective This classwilltakeananthropologicalperspectiveon 231 ANT Staff/ literature oftheculture. include currentanthropologicalstudies,histories,and culture. Theculturetobestudiedwillvary. Readingsmay behaviors, values,andworld-viewcharacteristicsofthat the description,analysis,andexplanationofcultural A studyoftheethnographyoneculture,focusingon ANT 230 Three credits AMERICA INTERACTIONS WITH INDIANSIN NORTH ANTHROPOLOGY FROM CONTACT TO CASINOS: THE NORTH AMERICAN INDIAN SOCIAL JUSTICEIN A GLOBAL COMMUNITY ENVIRONMENTAL ANTHROPOLOGY SPECIAL TOPICS INCULTURAL Three credits Three credits . Three credits

(offered OR -

tionists suchasGoffmanandGeertz,severalmajor Weber), thetheoreticalcontributionsofsymbolicinterac classical theorists in sociology (i.e., Durkheim, Marx, and This coursewillexaminetheworksofthreemajor 350 ANT Gazin-Schwartz/ four priorcoursesinanthropology, respectively. ability forindependentresearch.Prerequisite:two,three,and topic. Offered only to students who have demonstrated an Individually supervisedstudyofananthropologicallyrelevant ANT 285OR385485 2013–2014; notoffered2014-2015) Choquette, Gazin-Schwartz,Keyes/ counts asasocialscienceintheCoreCurriculum. interest andneedwarrant.SameasHIS255.Thiscourse of thestaff.Accordingly, newtopicsmaybeaddedasthe subjects; and(c)theinitialareaofinterestexpertise productive scholarshipin,andevencontroversyon,certain given byscholars to certainIndian topics; (b)the continuing been selectedonthebasisof(a)highpriorityusually discussion group leadersandtutorsforanintroductory the disciplineofAnthropology. Studentswillserveas cative skillsastheydeepentheir generalknowledgeof in Anthropologytodevelop teachingandcommuni This courseisanopportunity forupper-level students ANT 450 Gazin-Schwartz/ have demonstratedanabilityforindependentresearch. relevant topic.Offeredonlytoupperlevelstudentswho Individually supervisedstudyofananthropologically ANT 385 Criminology. designed prmarilyforstudentswithaconcentrationin Gendron, Cares/ SOC 365/366.(fall/spring) agencies; andcareeroptionsforsocialscientists.Sameas and publicorganizations;managementofhumanservice pure sociology;theroleofsocialscientistwithinprivate the “value-free” debate among social scientists; applied versus of herorhisresearch;thepoliticalrolesocialscientist; and research;thesocialscientist’s responsibilitiesfortheuse social policydevelopment;programplanning,evaluation, other studentinterns.Studentsalsoexaminerelatedissues: opportunity toexaminetheinternshipexperiencealongwith This twosemesterseminarprovidesinternswiththe ANT 365–366 Farough, Gazin-Schwartz/ one otherSociologyorAnthropologycourse. and feminism. Same as SOC350.Prerequisite: SOC 121and contemporary socialtheories,includingpost-structuralism ANTHROPOLOGY SOCIOLOGICAL THEORY PRACTICUM IN THE TEACHING OF INDEPENDENT STUDY Three credits Three credits Three credits ANTHROPOLOGISTS AT WORK AND II: SOCIOLOGISTS AND INTERNSHIP SEMINARI Three credits(Fallonly) INDEPENDENT STUDY eachsemester. ANT366is Three credits

(offered - - 7/19/13 2:31 PM SOCIOLOGY AND ANTHROPOLOGY 173 174 DEPARTMENT OF SOCIOLOGY

course and will be given the opportunity to present some SOC 122 SOCIAL PROBLEMS material researched and prepared under the direction of This course is an introduction to the discipline of sociology, the faculty in charge. Students will meet weekly with the the study of social interaction and institutions as it relates staff and will ordinarily attend, as an observer, a number to contemporary American social problems. The course of classes in the introductory course. Permission of the will focus on several sociological perspectives that are Department required. used to analyze such problems as poverty, homelessness, Gazin-Schwartz/Three credits racism, sexism, addiction, crime, delinquency, ageism, and health care. This course counts in the Core Curriculum ANT 465 SOCIOLOGICAL RESEARCH METHODS requirements as a social science. This course is designed to introduce students to the analysis Biggert/Three credits of sociological and anthropological data using the three main methods in the discipline: qualitative, comparative- SOC 206 THE SOCIOLOGY OF URBAN LIFE historical, and quantitative. Specific topics will include: how This course examines the patterns, causes, and consequences to select research methods appropriate to the problem under of urbanization and suburbanization. While the major focus investigation; the relationship between theory and research; will be on the development of cities, metropolitan areas, and how to conduct a literature review; ethical issues involved megalopolitan regions within the United States, a major goal in conducting social research. Students will gets “hand-on” of the course is to understand the increasingly critical role that experience using each of the three main research methods economic globalization plays in creating uneven development by designing and conducting small-scale research projects. and decline within and among cities and metropolitan regions Same as SOC 465. Prerequisite: SOC 121. throughout the world. Specific topics to be investigated include: Biggert, Farough, Gendron, Cares/Three credits (Spring only) urban renewal and redevelopment; residential segregation; gentrification; conflicts over land use; urban planning; and the ANT 475 SENIOR SEMINAR problems of concentrated poverty and crime in central cities. In this seminar, students will work closely with the instructor Gendron/Three credits – and with each other – to review and synthesize the content of their previous sociology courses to create a senior thesis. SOC 216 RACIAL AND ETHNIC RELATIONS This course is a capstone and required for sociology majors This course explores how race and ethnicity structure social who do not have a concentration in Criminology. The relations and identities in the United States. Students will senior seminar course will also prepare students who aspire become familiar with the history of race and ethnicity in to graduate study in sociology (or in any of the social the U.S. and why it continues to be a central aspect of sciences) by giving them an opportunity to craft a major social life. The course will also focus on a variety of debates paper that can serve as a writing sample for a graduate school regarding the persistence of institutionalized racism and application portfolio. Same as SOC 475. Prerequisites: white privilege in the post-Civil Rights era. The process of ANT 131, SOC 121, SOC/ANT 350, and SOC/ANT 465. how class, gender, and sexuality structure various racial and Farough/Three credits (Fall only) ethnic groups will be explored as well. Current issues on race and ethnicity addressed in this class include: racial profiling, SOCIOLOGY (SOC) immigration, increasing diversity in the U.S., affirmative action, Ebonics, reverse discrimination, post-September 11th SOC 108 WORLD POPULATION ISSUES forms of discrimination, and unequal access to employment, Lecture and open discussion of population problems housing, and mortgages by race. throughout the world today. Topics will include statistical Farough/Three credits processes, world food production and standards, medical assistance, economic issues, and physical/human responses to SOC 218 SOCIAL MOVEMENTS population pressures and changes. Same as GEO 108. The course will analyze the internal dynamics and external Hickey/Three credits environments of social movements as mechanisms of social change. It will examine several case studies of American SOC 121 PRINCIPLES OF SOCIOLOGY social movements, focusing on their rise and fall and their This course consists of an introduction to the study of impact on institutions. human society. The student will become acquainted with Biggert/Three credits the approaches, methods, and findings of contemporary sociology and the ongoing process of understanding social SOC 223 THE FAMILY IN SOCIETY interaction, groups, problems, and sociocultural systems. A study of the institution of the family from historical and Topics covered may include socialization, social inequality, cross-cultural perspectives that focuses on the relationship deviance, the corporation and occupational roles, the between other social developments and changes in family community, interrelationships, change of institutions, and structure. A comparative view will be conjoined with a other related subjects. This course counts in the Core problems approach in order to examine contemporary family Curriculum requirements as a social science. patterns and their alternatives. Cares, Farough, Gendron,/Three credits Perschbacher/Three credits

43768_16_Sociology.indd 174 7/19/13 2:31 PM 43768_16_Sociology.indd 175 Perschbacher/ sociological theoriesandconcepts. SameasANT236. examination of these issues students learn to apply problems suchasAIDs,genocide, andslavery. Through ethnicity and migration patterns, and international social economics andinequality, diversityandmulti-culturalism, international impact.Issuesthecoursecoversinclude:global to seehowworld-widephenomenaandpolicieshavean challenges studentstoseesocialissuesinawidercontext, community andtotheglobalcommunity. The content This courseconnectsAssumptionCollegetotheWorcester SOC 236 Biggert/ Required fortheconcentrationinSocialPolicy. elderly, healthcare,education,energy, andtheenvironment. to dowithchildrenandtheirfamilies,incomesupport,the the successesandfailuresofAmericansocialprogramshaving social policyisexamined.Thecoursepresentsanassessmentof sector, socialscience,themedia,andpublicinshaping tation ofsocialreforms.Therolegovernment,thecorporate and politics,aswelltheprocessesofcreationimplemen social policyin America. It looks at the relationship of society This courseexaminesthenature,purposes,andeffectivenessof SOC 234 Biggert/ wealth, andracialsexualinequalityintheUnitedStates. mobility, occupationalprestige,statusattainment,poverty, stratification, theoriesofsocialclass, United States. Topics to be covered include the dimensions of The purposeofthiscourseistofocusonsocialinequalityinthe SOC 232 Land, Gendron/ and socialissuesinthecommunity. SameasENG225. using theseideastothinkcriticallyaboutpolitical,economic, fiction andsociologicalmonographsculturalanalyses, the community. StudentswillreadcontemporaryAmerican of academicclassroomlearningandexperientialin An interdisciplinarycoursethatoffersstudentsacombination SOC 225 Farough/ family, sexuality, health,religion,education,andmarriage. the changingrolesofmasculinityandfemininityinwork, with race,class,andsexuality. Specificareasofstudyinclude also explorehowgenderinequalityanddifferencesinteract and positionswithinthesocialstructure.Thiscoursewill organizing “men” and “women” into specificsocial practices that arguesgenderisacentralinstitutioninsociallife, will becomefamiliarwithmorerecentsociologicalresearch and varyacrosshistorycultures.Inthiscourse,students gender differencesandinequalitiesaresociallyproduced identities fromasociologicalperspective.Thismeansthat This courseaddressesgenderinequalities,practices,and SOC 224 Three credits Three credits Three credits COMMUNITY SERVICE LEARNING SOCIAL JUSTICEIN A GLOBAL COMMUNITY SOCIAL POLICY SOCIAL INEQUALITY IN SOCIETY LITERATURE OFSOCIALRESPONSIBILITY: GENDER ISSUESINSOCIETY Three credits Three credits - of thesocialconstructionjuvenilecrimeproblem. media portrayalsofjuvenilecriminalsandthebroadertopic to juvenilecrime,thecoursewillalsofocusextensivelyon and therelativeeffectivenessofvariouspolicyresponses main focusisoncompetingtheoriesofdelinquentbehavior as asocietalcategoryandsocialproblem.Whilethe This courseexaminesthehistoryof“juveniledelinquency” SOC 243 Cares, Gendron/ Required fortheCriminologyConcentration. “crime-fighting” strategies,suchascommunitypolicing. system; and an assessment of the efficacy of alternative construction ofcrimeinthemedia;growthprison class, race/ethnicityandgender;fearofcrime;thesocial the relationshipbetweencrime/criminaljusticeandsocial how lawsarecreated;theoriesofcrimecausation;penology; States. Specificsubstantivetopicswillincludeanalysesof attempts todealwiththecrimeprobleminUnited of crime,andthewaysinwhichcriminaljusticesystem The courseexaminesthepatterns,causes,andconsequences SOC 242 perspectives. The basicapproachisinterdisciplinary andthe the thinking about women at various times and from various appraise the experiences ofwomen; and critically examine of, andthelimitedopportunities for, women;examine and and theirroles;emphasizethe fullrangeofcontributions course willdevelopacoherent, integratedviewofwomen This courseisanintroductiontothestudyofwomen.The SOC 285 Cares, Gendron/ ­Concentration. deviance (white-collarcrime).RequiredfortheCriminology the socialorganizationofdeviantsubcultures;andelite illness; drugandalcoholaddiction;“alternative”lifestyles; to becoveredincludecrimeanddelinquency;mental beliefs, andstatusassuperiorpreferred.Specifictopics that permit somegroups in society to definetheir lifestyles, be understoodinisolationfromdifferentialssocialpower social constructionism,arguesthatdeviantbehaviorcannot The maintheoreticalapproachemployedinthiscourse, is managedbythosepersonssuccessfullylabeled“deviant.” label of“deviant”uponwhom;andhowadeviantidentity conditions cometobedefinedasdeviant;whoconfersthe This courseexamineshowparticularacts,beliefs,and SOC 272 Staff/ offered. Sociology. Thetopicmaychangeeachtimethecourseis This course will permit the study of a selected topic within SOC 255 Gendron/ arbitration; andcommunity-basedcorrections. ization; courtdiversion;radicalnonintervention;community Specific topicsinclude:decriminalization;deinstitutional Three credits Three credits JUVENILE DELINQUENCY CRIMINOLOGY WOMEN’S STUDIESI: IMAGES DEVIANT BEHAVIOR SELECTED TOPICS INSOCIOLOGY Three credits Three credits - 7/19/13 2:31 PM SOCIOLOGY AND ANTHROPOLOGY 175 176 DEPARTMENT OF SOCIOLOGY

concentration of the course is on women in North America pure sociology; the role of the social scientist within from the 19th Century to the present. (Same as HIS and private and public organizations; management of human PSY 285.) Required for concentration in Women’s Studies. service agencies; and career options for social scientists. The course counts as a social science in the Core Curriculum Criminology concentration requires SOC 365 and SOC 366. requirements. Same as ANT 365/366. Choquette, Edmonds, Farough, Guerrero-Watanabe, Cares, Gendron /Three credits each semester. SOC 366 is Kercher, Kisatsky, Leone, Keyes, McNett, Vadum/Three designed primarily for students with a concentration in credits Criminology.

SOC 295 MASCULINITIES SOC 385 INDEPENDENT STUDY This course explores the lives of men in the United States Individually supervised study of a sociologically relevant from a broader social and historical context. It also examines topic. Offered only to Senior Sociology majors who have the extent to which masculinity is rooted in biology and demonstrated an ability for independent research. culture. Masculinities will also survey contemporary issues Staff/Three credits facing men such as the relationship between masculinity and the Great Recession; the significant change of gender SOC 450 PRACTICUM IN THE TEACHING OF roles in family and work; the influences of class, race SOCIOLOGY and sexuality on masculinity; the development of social An opportunity for upper-level students in Sociology to movements centered on men’s issues; the relationship develop teaching and communicative skills as they deepen between masculinity and major social institutions such as their general knowledge of the discipline of Sociology. education, government, and military; the interdependent Students will serve as discussion group leaders for the connection between masculinities and femininities; the introductory course and will be given the opportunity question of power, privilege and masculinity; and violence to present some material researched and prepared under against women and bullying. the direction of the faculty in charge. The students will Farough/Three credits. meet weekly with the staff and will ordinarily attend, as an observer, a number of classes in the introductory course. SOC 300 STATISTICS Permission of the Department required. An introduction to the logic and techniques of statistical Staff/Three credits analysis in sociology. The focus of the course is on exploratory analysis, including measures of central tendency, SOC 465 SOCIOLOGICAL RESEARCH METHODS dispersion, and hypothesis testing using linear regression This course is designed to introduce students to the analysis including both bivariate and multivariate. The Statistical of sociological and anthropological data using the three Package for the Social Sciences (SPSS) will be used. This main methods in the discipline: qualitative, comparative- course counts as a second Mathematics course in the Core historical, and quantitative. Specific topics will include: how Curriculum. to select research methods appropriate to the problem under Biggert/Three credits (Fall only) investigation; the relationship between theory and research; how to conduct a literature review; ethical issues involved SOC 350 SOCIOLOGICAL THEORY in conducting social research. Students will gets “hand-on” This course will examine the works of the three major experience using each of the three main research methods classical theorists in sociology (i.e., Durkheim, Marx, and by designing and conducting small-scale research projects. Weber), the theoretical contributions of symbolic interac- Same as ANT 465. Prerequisite: SOC 121. tionists such as Goffman and Geertz, and several major Biggert, Cares, Farough, Gendron/Three credits (Spring only) contemporary social theories, including post-structuralism and feminism. Same as ANT 350. Prerequisite: SOC 121 and SOC 475 SENIOR SEMINAR one other Sociology or Anthropology course. In this seminar, students will work closely with the Farough, Gazin-Schwartz/Three credits. (Fall only) instructor – and with each other – to review and synthesize the content of their previous sociology courses to create SOC 365–366 INTERNSHIP SEMINAR I a senior thesis. This course is a capstone for and required AND II: SOCIOLOGISTS AND for sociology majors who do not have a concentration in ANTHROPOLOGISTS AT WORK Criminology. The senior seminar course will also prepare This seminar provides interns with the opportunity to students who aspire to graduate study in sociology (or in examine the internship experience along with other student any of the social sciences) by giving them an opportunity interns. Students also examine related issues: social policy to craft a major paper that can serve as a writing sample for development; program planning, evaluation, and research; a graduate school application portfolio. Same as ANT 475. the social scientist’s responsibilities for the use of her or Prerequisites: ANT 131, SOC 121, SOC/ANT 350, and his research; the political role of the social scientist; the SOC/ANT 465. “value-free” debate among social scientists; applied versus Farough/Three credits (Fall only)

43768_16_Sociology.indd 176 7/19/13 2:31 PM 43768_17_Theology.indd 177 human story and so can help you discern the They helptoshedthelight ofRevelationonthe broad rangeofthinkers,past andcontemporary. a Christianhumanismthat hasalwaysincludeda in TheologyatAssumption canintroduceyouto as itengagesourcontemporary world?TheMajor tradition thatcontinuestoberefinedanddeveloped wisdom? Didyouwanttoenjoyalivingintellectual Augustine identified as the restless search for “Great Conversation,”inthedialoguethatSaint Did youwanttobemoredeeplyinvolvedinthe PROGRAM AN INVITATION TOTHE THEOLOGY LEARNING OUTCOMES modern world. heritage willalsohelpyoutonavigateyourwayinthe a matureandreflectiveappreciationoftheCatholic convictions andcommitments.Your engagementin traditions andtoevaluatemoreextensivelyyourown Christian lifeandthushelpyoutounderstandother theology corecoursesaffordanexaminationof other coursesinthehumanitiesatAssumption.The for subsequenttheologycourses,andrelatestothe required theologycourse,providesthefoundation reading significantportionsofitdefinesthefirst soul oftheologyandafoundationWestern culture, called intotheconversation.SinceBibleis college, wherealldisciplinesandprofessionsare ago andestablishesthefoundationofaCatholic exhilarating dialoguethatbeganthousandsofyears existence. Theologyinvitesyoutotakepartinan affords a deep and broad understanding of human Saint Augustine,isrootedinareasonablefaiththat education. Assumption’s richtradition,inherited from aspects ofhumanexperienceaddressedbyaliberal Theology strivestointegrateandembraceallthe MISSION STATEMENT Fr. Roger Corriveau,A.A. Visiting AssistantProfessors (Chairperson); Professors Professor • • • • • • • writing Communicating persuasivelyindiscussionand Thinking clearlyandinsightfully Reading textscarefullyandintelligently Appreciating thediversityofreligioustraditions relationship tothehumanconcernsofeveryage Understanding thefundamentalCatholicbeliefsin various contexts writings inrelationshiptothemselvesandtheir Interpreting theScripturesandtheological the BibleandTradition Understanding DivineRevelationasgroundedin : J. Brian Benestad, Marc LePain; : KathleenM.Fisher, MarcD.Guerra Assistant Professors : Fr. BarryBercier, A.A., : ChristopherKlofft; Associate second major–oraminor–incombinationwiththeir of ourTheologyProgramandclusterthemintoa in another discipline are attracted by the offerings as conversation partners. Some students who major and listenstoallthedisciplinesacrosscurriculum Program. Consequently, the program both speaks is amatter of special concern tothe Theology between religion and the political and social order the College, the tense and complex relationship ecumenical missionoftheAssumptionistswhosponsor globalized world. for the common good of our country and of our assume your responsibilities as a thoughtful citizen engage yourselfincompassionateserviceandto and developthemoralprinciplesyouwillneedto falsehood, lies,andugliness.Itcanhelpyouexplore despite themanyfacesofevil,injustice,greed, like findingthegood,trueandbeautiful, fundamental concernscommontoallhumanity, life. TheTheologyMajoratAssumptiondealswith highest goal and deepest dimensions of your own Additionally youwouldbe requiredtobecome more thanarudimentaryexperience ofphilosophy. in theologylater, youwouldbeexpected tohave LEARNING OUTCOMES history, tonamebutafew. administration, churchmusic,literature, bio-ethics, humanservices,communications,church in theology, butinphilosophy, law, campusministry, also equipyoutopursuegraduatestudies,notonly college professor. Completion of this program will elementary orhighschoolteacherofreligion,a education, ayouthminister, apastoralcounselor, an aspiring towardacareerasdirectorofreligious is for you. It is particularly suited to you if you are theology canofferyou,thentheMajorinTheology through amoreextensiveengagementwithallthat first major. • • • • • • • • • • Appreciating andevaluatingdifferent theological Understanding otherreligioustraditions Becoming familiarwiththeappropriateresearch Defining aninterestingareaofresearchfor Understanding thelogicofChristiandoctrine Becoming familiarwiththedevelopmentof Engaging otherdisciplinesastheology’s Strengthening yourcommunicationskills Thinking theologically Furthering yourcriticalskills In keeping with the doctrinal, social and Were you toundertake graduate studies perspectives tools yourself Christian theologicaltradition partners ­conversation If youarelookingforpersonalenrichment DEPARTMENTOF THEOLOGY 7/19/13 2:31 PM THEOLOGY 177 178 DEPARTMENT OF THEOLOGY

proficient in one foreign language or more (French, German, Spanish, Italian) and in one classical language COURSE or more (Latin, Greek, and Hebrew) in order to expand your reading and research capabilities. You would do well to begin to develop these competencies descriptions here at Assumption. THEOLOGY (THE) MAJOR IN THEOLOGY (11) The requirements for the major consist of eleven THE 100 THE BIBLE courses, distributed as follows from among the An introduction to the Bible. Both the Old and the New offerings of the Theology Department: Testaments will be approached from their historical and • THE 100 The Bible. This course is required of all theological perspectives. This course is required in the Core students as the first theology course in the core Curriculum. (Offered each semester.) curriculum. Staff/Three credits • THE 220 Approaches in Theology. This is the “gateway” to both the major and the minor and THE 201 THE PROBLEM OF GOD should be taken at the beginning of your course Does the world make sense? Does the universe have a work in the major. purpose? Is human life meaningful? Why do innocent people • One from the others designated as second-level suffer? Where, if anywhere, do we fit in the “big picture?” theology courses in the core curriculum: What, if anything, can we know about God and how might THE 201 The Problem of God we learn it? These are questions that no serious human THE 202 Moral Theology being can avoid. Poets, philosophers, scientists, and THE 203 The Early Church theologians have all contributed their insights and the many THE 204 Catholicism Today ways in which human beings—both religious believers THE/PHI 205–206 Foundations: Religion and and non-believers—have struggled with these deep issues. Philosophy The course is designed to challenge students to ask these THE 207 Christ, Yesterday and Today questions for themselves and test their answers in conver- • Five courses selected from the department’s sation with the world’s great thinkers and religious traditions. upper-level course offerings This course counts as a second Theology in the Core • Two additional courses from any of the Theology Curriculum. Prerequisite: THE 100. (Offered each semester.) Department’s offerings. Bercier/Three credits • THE 450 Senior Seminar in Theology. This is the capstone course for senior theology majors. THE 202 MORAL THEOLOGY No one can live a genuinely human life without asking MINOR IN THEOLOGY (6) the question “How should I live and what kind of life will The requirements for the minor consist of six courses, make me happy?” This course introduces students to the distributed as follows from among the offerings of the unique way in which theology goes about answering the Theology Department: question of human flourishing. Moral theology is not so • THE 100 The Bible. This course is required of all much preoccupied with drafting ethical and legal codes, but students as the first theology course in the core rather with shedding light on those actions that respond to curriculum. the deepest aspirations of the human heart. Beginning with • THE 220 Approaches in Theology. This is the the premise that human beings need to be related to God if “gateway” to both the major and minor and should they are to be truly happy, this class invites students to think be taken at the beginning of your course work in about what it would mean to live a morally serious human the minor. life. This course counts as a second Theology in the Core • Two courses from the others designated as Curriculum. Prerequisite: THE 100. (Offered each semester.) second-level theology courses in the core Benestad, Klofft/Three credits curriculum: THE 201 The Problem of God THE 203 THE EARLY CHURCH THE 202 Moral Theology We examine how the Christians of the first five centuries THE 203 The Early Church worked out the implications of their original profession of THE 204 Catholicism Today faith in Jesus Christ. What was the relationship between THE/PHI 205–206 Foundations: Religion and Christian discipleship and Judaism? How did the early Philosophy Christians envision their role within their social, cultural, THE 207 Christ, Yesterday and Today and political surroundings? We look back to the earliest • Two courses selected from the department’s Christian writings in order to see how the Christian Church upper-level course offerings came into existence and to grapple with issues that continue

43768_17_Theology.indd 178 7/19/13 2:31 PM 43768_17_Theology.indd 179 the Christianfaithtraditionthrough studyofindividual majors andminors,exposesstudents tothefoundationsof This course, required as the “Gateway” course for all THE 220 Corriveau/ Prerequisite: THE100. course countsasasecondTheologyintheCoreCurriculum. the identity of Jesus makes for the idea of salvation. This of hispresenceiswithintheChurch;andwhatdifference Resurrection andafterward;whatthesubsequentexperience men andwomenwereinthepresenceofJesus,beforehis man, only God, or both; what the original experiences of the Christ,askingsuchquestionsas:whetherheisonlya of Nazareth. The course focuses on the significance of Jesus, We studythedifferenttheologicalinterpretations ofJesus 207 THE Corrigan, LePain/ Prerequisite: THE100.(Offeredeachsemester.) course countsasasecondTheologyintheCoreCurriculum. three creditsforeachsemester. SameasPHI205–206.This Students maytakeeitherorbothsemestersandreceive is taughtasatwo-semestersequenceinPHIandTHE. major thinkerswhohaveformedourculture.Thiscourse to their own thoughts and actions through a study of the Western civilizationandtherebydevelopacriticalapproach is tohelpstudentsdiscovertheprinciplesatheartof foundations oftheWest. Thepurposeofthetwocourses An introductiontothereligiousandphilosophical THE 205–206 Guerra / semester.) the CoreCurriculum.Prerequisite:THE100.(Offeredeach modern world.ThiscoursecountsasasecondTheologyin and therepresentativesocialmovementsthatshape attention toboththemaincurrentsincontemporarythought ongoing engagementwiththeworldtoday, payingparticular finds itself.Thiscourseintroduces studentstoCatholicism’s find somewayofengagingtheworldinwhichitcurrently God’s. Asaresult,theCatholicChurchhasalwayshadto things thatareCaesar’s andtoGodthatthingsare that inthisworldtheywouldhavetorenderCaesarthe said thiswouldnotbethecase,informinghisdisciples is shaped by the teachings of Catholicism. Christ himself hermetically sealedworldinwhicheveryoneandeverything Catholics donotlivetheirliveswithinaCatholicbubble, 204 THE Corriveau, Fisher, Guerra/ THE 100. (Offeredeachsemester) as asecondTheologyintheCoreCurriculum.Prerequisite: the practice of faithandthesacraments. This course counts and salvation, the use and interpretation of the Bible, and to be important today: the nature of God and Christ, grace Three credits Three credits APPROACHES IN THEOLOGY CHRIST, YESTERDAY ANDTODAY CATHOLICISM TODAY PHILOSOPHY FOUNDATIONS: RELIGION AND Three credits Three credits and onesecondlevelcourse,numberedTHE201–220. nations oftheAncientNearEast.Prerequisites:THE100 post-exilic periods.Theinstitutionofprophecyinother from representativeprophetsofthepre-exilic,exilic,and to thereligionofIsrael.Interpretationselectedtexts in Israel. The principal contributions of the prophets The historicaldevelopmentoftheinstitutionprophecy THE 313 Fisher/ Prerequisite: THE100.(Spring) course countsasasecondTheologyintheCoreCurriculum. about ourselves in relation to God and to each other? This can a study oftheology teach us not onlyabout Godbut faith? Istheologyrelevanttothemodernworld?What areas ofconvergence?Howdoestheologyaffectandinform the theology of theancient and medieval worlds? Arethere Are the concerns of moderntheology different from those of as: Whatistheology?Howdotheologians “dotheology”? wish tostudytheologyseriouslyconsiderquestionssuch structures andpurposesoftheology. Itinvitesstudentswho theologians andleadsthemtodiscoverthemethods, Staff/ numbered THE201–220). Prerequisites: THE100and one secondlevelcourse, in hiswritingsastheyrelatetocontemporary understanding. thinking—his travels,letters,and aboveall,thekeythemes forces that brought Paul to the forefront of early Christian of thehistorical,social,theological,political,andspiritual Church andonChristian thoughttoday. Anexamination The influenceofthelifeandthoughtPaulonearly THE 322 Staff/ numbered THE201–220. News. Prerequisites:THE100andonesecondlevelcourse, as reflectedintheirvaryingpresentationsoftheGood the theologicalperspectivesofMatthew, Mark, and Luke developments inSynopticStudieswithspecialattentionto A studyofthelifeandministryJesusinlightrecent THE 321 Staff/ numbered THE201–220. Bible. Prerequisites:THE100andonesecondlevelcourse, psalms areusedinthetraditionthatstemsfromHebrew to thepsalms,variousformsofpsalmsandway big questions.Thecoursewillalsoprovideanintroduction the tradition,andwayinwhichwisdomaddresses wisdom intheology, thetypesofwisdomrepresentedin placed on the nature of revelation in wisdom, the role of texts fromHebrewWisdom Books.Anemphasiswillbe context ofNearEasterncultures.Interpretationselected The originsandnatureoftheWisdom traditioninthe THE 314 Staff/ Three credits Three credits Three credits Three credits Three credits THE PROPHETSOFISRAEL THE LETTERSOFPAUL WISDOM AND PSALMSOFISRAEL MATTHEW, MARK, LUKE 7/19/13 2:31 PM THEOLOGY 179 180 DEPARTMENT OF THEOLOGY

THE 323 JOHN’S GOSPEL AND THE BOOK OF authors. The aim of the course is to discover and understand REVELATION the distinctive principles of Catholic social teaching and General introduction to the Fourth Gospel, the First Letter to reflect on current critical issues in the light of those of John, and the Book of Revelation. John’s understanding of principles. Prerequisites: THE 100 and one second level Christ and Christian living. Prerequisites: THE 100 and one course, numbered THE 201–220. second level course, numbered THE 201–220. Benestad/Three credits Staff/Three credits THE 352 MEDIEVAL CHRISTIAN WRITERS THE 333 THE MYSTERY OF THE CHURCH An introduction to the major themes of Christian writers This course examines Catholics’ understanding of themselves of late antiquity and the Middle Ages: the relationship of as the Church and the difference that makes in their religious faith and philosophy, the approaches to God, fundamental interpretation of human existence. Is the including mysticism, the relationship of spiritual and Church more than a social phenomenon? How is its mission temporal authorities, the role of science in understanding part of God’s plan for humanity? How is it the channel of human nature. Readings drawn from the principal God’s relationship to humanity? In addition to exploring writings of authors such as Augustine, Benedict, Anselm, such questions, this course will examine Vatican Council Bonaventure, Abelard, Aquinas, Teresa of Avila, Hildegard II’s concept of the Church as “the universal sacrament of of Bingen, Margery Kempe, Francis and Clare of Assisi. salvation.” Prerequisites: THE 100 and one second level ­Prerequisites: THE 100 and one second level course, course, numbered THE 201–220. (Spring) numbered THE 201–220. Corriveau, Guerra/Three credits Fisher/Three credits

THE 334 WORSHIP AND THE CHRISTIAN COMMUNITY THE 383 ASIAN TRADITIONS The nature of religious symbolism and the theological An introduction to the major themes of the Muslim, Indian, meaning of the sacraments. A study of the tradition of Chinese, and Japanese traditions through background the Church’s worship to show the relationship between lectures and class discussions of selected sacred texts and liturgical celebration and the sacraments, with a special works of art and of imaginative literature. Emphasis on the emphasis on the initiation rites of Baptism, Confirmation classical expressions of the Asian civilizations and their more and Eucharist. Prerequisites: THE 100 and one second level recent encounter with modernity. Prerequisites: THE 100 course, numbered THE 201–220. and one second level course, numbered THE 201–220. (Fall) Corriveau/ Three credits LePain/Three credits THE 341 MORAL ISSUES IN MEDICINE An introduction to medical and health care ethics. Assisted by THE 391 SPECIAL TOPICS IN THEOLOGY This course offers a study at an advanced level of theological the writings of health care professionals, moral thinkers, and issues, themes, and/or theologians not covered by other theologians, and in the distinctive light of Catholic morality, thematic courses. The subject matter changes according the course includes a study of the significance of conscience, to the interests of the professor and the needs of students. prudence, and moral character, as well as competence in Prerequisites: THE 100 and one second level course, the health care professions, and an exploration of the many numbered THE 201–220. biomedical issues that have arisen as a result of the impact of Staff/Three credits modern science and technology. Prerequisites: THE 100 and one second level course, numbered THE 201–220. Benestad, Klofft/Three credits THE 450 SENIOR SEMINAR IN THEOLOGY Introduction to the procedures of research in theology THE 342 A THEOLOGY OF HUMAN SEXUALITY through an intensive study of selected topics or thinkers. This course seeks to clarify what God has revealed about Presentation of reports by students. This is the “capstone” the nature and the purposes of human sexuality. Beginning course required of all majors in Theology and open to other with a study of Christian moral principles and moving to an qualified Seniors as well. Prerequisites: THE 100 and one examination of biblical teachings on the subject of sexuality, second level course, numbered THE 201–220 (Spring) the course will then address the topics of masturbation, Staff/Three credits pre-marital sex, homosexuality, and birth control from the perspective of a theology of marriage. Prerequisites: THE 100 THE 499 INDEPENDENT STUDY and one second level course, numbered THE 201–220. Available only to highly qualified students who wish to Klofft/Three credits develop a special interest but cannot find a suitable course among the regular offerings. Prerequisites: THE 100 and THE 343 THE SOCIAL TEACHINGS OF THE CHURCH one second level course, numbered THE 201–220. (Offered A study of the social teachings of the Church, based on when warranted.) the writings of early Christian, medieval, and modern Staff/Three credits

43768_17_Theology.indd 180 7/19/13 2:31 PM 43768_18_Institutes.indd 181 of AbrahamLincoln’s birth,BlessedJohnHenry Solzhenitsyn, Leo Tolstoy, the 200th anniversary other events honoring the life and work of Aleksandr as thePaideiaColloquium for faculty, andvarious Institute alsosponsorsoccasional programssuch Lecture, andSaintThomas MoreLecture.The Ecumenical Lecture, Saint Marie-Eugenie Milleret Lecture onJudaicStudies,BishopBernardFlanagan Emmanuel d’AlzonLecture,RabbiJosephKlein Christian churches. deeper thantheissuesthathavetraditionallydivided instances, therealproblemsChristiansfacetodaylie is particularlysensitivetothefactthat,inmany relation offaithtothemodernworld.TheInstitute confronting allbelieversinourday—namely, the that divideChristians,aswellthecommonissue as well.TheInstituteseekstoclarifythedifferences Christians ofallchurchesandtopeopleotherfaiths and discussionofquestionscommoninterestto refounded in1999toprovideaforumforreflection The EcumenicalInstitutewasestablishedin1968and The EcumenicalInstitute contact Prof. LenDoerfler. effective ­ opportunities tolearnaboutdevelopmentsinhighly psychology, theInstitute’s programsofferunique For studentswhoareinterestedinlearningabout for awidevarietyofpsychologicalproblems. who discussinnovationsinpsychologicaltreatments ­-internationally knownpsychologistsandpsychiatrists are available to all students. The Institute hosts health professionals,theseworkshopsandlectures intensive instructionincognitivetherapyformental the resolutionofproblemsinliving. illuminates thecontributionsofcognitivefactorsto provide thecommunity at largewithinformationthat postgraduate professionals. The Institute strives to cognitive therapeuticskillsforgraduatestudentsand also sponsors education and training projects in issues facedbytherapistsandclients.TheInstitute in cognitivetherapy, aswellethicalandmoral that addressresearchandtherapeuticdevelopments Institute annuallyhostsspeakersandconferences “Father ofCognitiveTherapy,” theAaronT. Beck Founded in 1996 and named in honor of the Aaron T. BeckInstituteforCognitiveStudies reputation. contribute significantlytotheCollege’s nationalandinternational programs have been woven into the fabric of our mission and research, publicforums,orsmallworkgroups,thefollowingsix spiritual dimensionsofthecampuscommunity. Whetherthrough its institutes,whichhaveenlivenedtheintellectual,social,and Assumption College’s historyhasbeenenrichedfordecadesby The InstituteorganizestheCollege’s annual Even thoughtheInstitute’s programsoffer psychotherapies. Formoreinformation, New Englandinthe19thand20thcenturies. a halfmillionFrenchCanadianswhoimmigratedto to studymaterialrelatingthemorethanoneand francophone world.TheInstituteistheleadingplace was chosenforitsabilitytoencompasstheentire continent, thenameFrenchInstitute( and studyoftherecordsFrenchethnicityonthis Although itsmaingoalsaretofostertheconservation facility andacenterforFrenchculturalactivities. region. TheInstituteisbothanacademicresearch the FrenchheritageofAssumptionCollegeand The FrenchInstitutewasfoundedin1979topreserve The French Institute the College,Churchandsocietyinourtime. best contemporaryscholarshiptobearonthelifeof education andmakesadeliberateefforttobringthe ration withotherorganizations,theInstitutestresses annual lectureships,specialprograms,andcollabo against Nazioppressiontonameafew. Throughits Newman, andtheWhiteRoseResistancemovement acquainted withthefield of HumanServicesand Studies asaminor, and/orsimplytobecomebetter learn moreaboutHumanServices andRehabilitation 2) students fromallacademic majorswhowantto and so are considering majoring in the field; like toprepareforcareersin thehelpingprofessions, four groups:1)liberalartsundergraduateswhowould common good.”Itsprogramsaredesignedtoserve objectives oftheCollege:“tocontributeto was establishedin1967tofurtheroneofthestated The InstituteforSocialandRehabilitationServices Rehabilitation Studies The InstituteFor HumanServicesand Canada, francophoneAfrica,andHaiti. tional AffairsofQuebec,andscholarsfromFrance, Francophone Affairs,theVice-Minister forInterna guished visitors,includingtheFrenchMinisterfor to non-Frenchspeakers.Ithasalsohostedmanydistin English translationsoftextstomakethemaccessible immigration totheUnitedStates,andhasprovided proceedings onvariousaspectsofFrench-Canadian projects. The Institute has published conference books, andparticipatinginavarietyofcultural lectures and colloquia, publishing a newsletter and and francophonequestionsgenerallybyorganizing and awarenessoffrancophoneNorthAmericans ­Franco-Americana. Union St. Jean-Baptiste, another fine collection of the arrivaloncampusofMalletLibrary the Institute’s collectionwascomplementedby particular emphasisonNewEngland.In2004, focus: theFrenchpresenceinNorthAmerica,with books andarchivalmaterialspertinenttoitsprimary As aresearchcenter, theFrenchInstituteacquires The FrenchInstituteseekstopromoteknowledge Institut français INSTITUTES

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Rehabilitation Studies; 3) college graduates who wish College lectures and cultural activities. Courses are to pursue graduate study in the behavioral sciences, held during the day in the Fall and Spring semesters. especially rehabilitation counseling; and 4) current For more information contact Professor Emeritus employees of human service agencies who desire to Paul Mahon. increase their understanding of and effectiveness with the clientele they serve. For more information, contact Holy Name of Jesus Institute Prof. Susan Scully-Hill. In 2008, the Holy Name of Jesus Institute was established at Assumption College for the purpose Worcester Institute for Senior Education of educating seminarians pursuing a vocation to the Assumption College’s Center for Continuing and diocesan priesthood in the Diocese of Worcester to Career Education sponsors the Worcester Institute for receive their Bachelor of Arts degree in Philosophy Senior Education (WISE), a lifelong learning institute. at Assumption College at reduced cost. This This member-run organization is a learning program program of study conforms to the norms established open to senior citizens in central Massachusetts. Peer for priestly formation by Pope John Paul II in the learning and active participation are key components. Apostolic Exhortation, Pastores Dabo Vobis, and adopted Members create courses and share their experience by the United States Conference of Catholic and knowledge on topics of interest to them. The Bishops. For more information about the program, membership fee entitles members to participate in as well as the application procedures, please contact Institute courses on a space-available basis, attend Fr. Jim Mazone, Vocation Director of the Diocese of special events, use the College library, and attend Worcester at 508 340-5788.

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ADMISSIONS considered as part of their application. Applicants Admission to Assumption College is limited to men who choose not to submit SAT or ACT test scores and women of character, intelligence, and motivation will not be penalized in the review for admission. If selected from applicants who have completed the a student decides they do want to submit their test prescribed secondary school requirements. Assumption scores as part of their application, the SAT-1 code College supports the efforts of secondary school number for Assumption College is 3009. The ACT officials and governing bodies to have their schools code number for Assumption College is 1782. achieve regional accredited status to provide reliable assurance of the quality of the educational preparation 5. An appointment for an interview and tour may of its applicants for admission. Matriculation is offered be arranged by calling toll free (866) 477-7776. on a full- and part-time basis. A personal interview is not required, but it is recommended that the applicant visit the campus. REQUIREMENTS FOR FULL-TIME MATRICULATION All applicants for admission must graduate from an All applications for regular admission for the first-year accredited secondary school with 18 or more academic class, as well as all supporting credentials, must be filed units. Ordinarily, these 18 units should include four in the Office of Admissions by February 15. For fall years of English, three years of mathematics, two years admission; and December 15 for spring admission. ADMISSIONS of a foreign language, two years of history, two years of science, and five additional academic units. EARLY ACTION PROGRAM The Admissions Committee will also consider the Assumption offers an Early Action Program for those quality of work, general promise, and seriousness of students who have determined that Assumption is purpose of the student when reviewing a high school one of their top choices. Candidates for Early Action transcript. should submit an application, including a transcript Submission of test scores is optional for of the first three years of high school and first-quarter Assumption College; students decide whether senior grades. All applications for Early Action must be they want their test scores included as part of their received by November 1 and will receive a decision by application. SAT-II tests are not required but if December 15. Applications for Early Action II must be submitted may be used for placement purposes. All received by December 15, and will receive a decision information on testing dates and centers for the SAT-I by January 25. may be obtained on the web at www.collegeboard. Candidates who are accepted under the Early com, or by calling (866) 756-7346. Information for the Action Program will be offered admission for the ACT may be obtained on the web at www.act.org, or upcoming Fall semester, contingent on their successful by calling (319) 337–1270. completion of their senior year. The candidate will have until May 1 to choose to enroll at Assumption APPLICATION PROCEDURE College. All applicants must: When an early action applicant is deferred, their application will be reviewed in the context of the 1. Complete a First-year Common Application. entire applicant pool, taking into account the student’s Students can access application forms at www. mid-term grades and any other new information they commonapp.org may submit. The standards used for the admission review, the 2. Submit the $50.00 application fee. merit scholarship review, and the need-based financial aid review are the same for both Early Action and 3. Request that the Guidance Counselor forward Regular Admission. the official high school transcript (including first- quarter senior grades) and recommendation to ADMISSION OF TRANSFER STUDENTS the Office of Admissions, Assumption College, A student wishing to transfer from an accredited 500 Salisbury Street, Worcester, MA 01609. college or university to Assumption College should Other recommendations are not required but are follow the procedure outlined below: welcomed by the Admissions Committee. When deemed advisable, the Admissions Committee 1. Complete a Common Application. Students can may request such additional recommendations. access application forms at www.commonapp.org.

4. Submission of standardized test scores (SAT-1 2. Submit the $50.00 application fee. or ACT) is optional for all students applying for admission. This policy allows each student to 3. Have a final official high school transcript decide whether they wish to have their test results forwarded to Assumption College.

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4. Have a final, official transcript of the courses Any educational or financial documents not in English taken at each collegiate institution attended must be accompanied by certified English translations. mailed directly to the Office of Admissions (only courses in which the student has earned a grade of ADMISSION AS A SPECIAL OR NON-­MATRICULATING C or better are considered for transfer. The Dean STUDENT of Undergraduate Studies reserves the right to A non-matriculating student is defined as a student make the final decision on all transfer credits). who is not a candidate for a degree. The number of courses or credits taken per semester does not affect 5. A recommendation from a current college professor this status. To be admitted as a non-matriculating may be helpful in the review of the application. student, an applicant must meet the regular entrance requirements and prove himself/herself qualified to 6. To be considered for fall admission, all required pursue the studies concerned. A non-matriculating documents must be submitted before the July 1st student is subject to the same academic regulations deadline. For spring semester admission, all and discipline as a regular student. However, he/she is required documents must be submitted before the given no class rating and is not eligible for academic December 15th deadline. honors. The College reserves the right to limit the number of courses to be taken. A non-matriculating 7. At least 20 of the 40 semester courses must be student is charged at a per-credit rate, plus additional taken in the undergraduate day college or through fees as determined by the Business Manager. Special the Colleges of Worcester Consortium as an student applications are available in the Office of Assumption College student. Admissions. Financial Aid is not available for special students. ADMISSION OF INTERNATIONAL STUDENTS Assumption College is pleased to receive applications READMISSION POLICY (see Academic Regulations) from qualified international students. A candidate for First year or Transfer admission should follow the STUDENT SUCCESS procedure outlined below: The percentage of students who remain at a college or university from the first-year to the second year 1. Complete a Common Application and helps demonstrate the level of success those students Assumption College Supplement. Students can have in transitioning to their college of choice. access application forms at www.commonapp.org. At Assumption, over the past four years, this figure has averaged 83.3 percent, compared to a national 2. Official educational records, both secondary and average of 77.3 percent. In recent years, of those post-secondary transcripts, including subjects students who begin their college career at Assumption, studied by year, grades, and examination marks, 70.4 percent complete their degree in six years or less. must be submitted directly from the appropriate The national average for graduating in six years or less institutions. Applicants may also submit copies of is 58 percent. The vast majority (typically 95 percent diplomas, titles, degrees and certificates; or more) of Assumption graduates complete their degree in four years. 3. Submit the $50.00 application fee.

4. Submit scores earned on the Test of English as a Foreign Language (TOEFL) when English is not the native language.

5. Submit a recommendation from a teacher or counselor.

6. Submit financial documentation (bank statement), which must be officially certified or notarized, indicating that the candidate has adequate funds for study at Assumption College. Students seeking financial assistance should realize that aid is very limited.

7. File all of the required documents by February 15 for Fall admission and October 1 for Spring admission.

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FINANCIAL AID Please refer to the Academic Regulations section for Each year Assumption College awards a number of more information on which credits are counted as scholarships, grants, loans, and student employment attempted credits. to incoming first-year students. The scholarships are competitive and are made on the basis of both need and Quantitative scholastic achievement. The amount of additional aid for All degree-seeking, undergraduate students must earn first-year, transfer, and upper-class students is determined at least 67% of the credits they attempt. A student by financial need and academic performance. must earn this minimum percentage of credits each Most awards are renewable each year provided year to ensure they are on pace to complete their that the student maintains a satisfactory academic educational program within the allotted Maximum record and files the proper financial aid documents Time Frame. The Maximum Time Frame for by the deadline each year. Degree of need is also completing a program cannot be longer than 150% reviewed annually and may impact the renewal of of the published length of the program or the awards. Merit scholarships are renewable for eight (8) required number of credits of the student’s degree semesters of full time undergraduate studies. Students program. For a full-time student pursuing a 4-year must maintain the cumulative grade point average degree, the student is allowed up to 6 years or 180 required for the scholarship. Merit Scholarships are attempted credits of financial aid eligibility to earn not applied to summer or intersession course work. the 120 credits required for degree completion. To apply for financial aid, applicants must submit: All semesters the student is enrolled will count towards the maximum time frame, even if the student did not FINANCIAL AID 1. An application for admission to the College receive aid for each of those semesters. If it becomes (all first-year and transfer students); apparent that the student will be unable to meet SAP standards within the maximum time frame, the student 2. A Free Application for Federal Student Aid will become ineligible for financial aid. (FAFSA) www.FAFSA.gov; Academic Elements 3. The priority filing deadline for first year students When calculating cumulative GPA and attempted and is February 15, and for transfer and upper-class earned credits, the following conditions apply: students is March 31st. • Incomplete – will not count until an official grade has been posted, after which SAP will be re-evaluated. SATISFACTORY ACADEMIC PROGRESS – FEDERAL • Withdrawals – will be counted as attempted GUIDELINES for those classes dropped after the end of the In order to retain financial aid eligibility, all College’s add/drop period. undergraduate students enrolled on either a full-time • Repeated Courses – will be counted as attempted or part-time basis must maintain Satisfactory Academic and the higher earned grade will be used to Progress (SAP). SAP is defined by the regulations of calculate the GPA. the U.S. Department of Education as “proceeding • Transfer Credits – will be counted as attempted in a positive manner toward fulfilling degree and earned credits, but will not be used towards requirements.” Please note that these standards differ the cumulative GPA. from the academic standing standards as stated in the “Academic Regulations” section of this catalog. Regaining Financial Aid Eligibility Students are evaluated every spring. SAP review Students not meeting the minimum standards for SAP includes the following qualitative and quantitative will be notified in June by the Office of Financial Aid. standards of measurement: cumulative GPA, credit Ineligible students will have 10 days from the date hour completion, and maximum time frame limitation. of the letter to submit a letter of appeal. The basis on which a student may file an appeal includes the Qualitative following: the death of a relative, an injury or illness All degree-seeking, undergraduate students must meet of the student, or other extenuating circumstance that the following minimum cumulative GPA requirements prevented the student from making SAP. The appeal based on the number of attempted credits: needs to address what has changed in the student’s situation that will allow the student to demonstrate Attempted Credits GPA SAP at the next evaluation. 0–30 1.6 Appeals will be reviewed by the Financial Aid 31–54 1.8 Appeals Committee. The Appeals Committee will respond in writing to each student regarding the 55–114 2.0 outcome of their appeal. If the appeal is approved by

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the committee, the student will be eligible to enroll and recipients of Diocesan Tuition Incentive Grants may and receive financial assistance either on a Financial qualify for need-based awards from the College. Aid Probation Status or an Academic Education Plan for their next semester of enrollment. The committee AUGUSTINE SCHOLARS PROGRAM will not consider subsequent appeals unless there is an The Augustine Scholars program was established extenuating circumstance. in 1996. These merit scholarships are awarded to Juniors and Seniors who have been nominated by Financial Aid Probation: If a student’s appeal is approved, faculty, staff, and administrators on the basis of their they may be placed on Financial Aid Probation. The high academic achievement, who have demonstrated student is allowed to enroll in classes and receive initiative and creativity in academic and co-curricular financial aid for one semester. At the end of the endeavors, and who are of good character. The semester, the student will be re-evaluated for SAP. founding donors of the program are: If the student has still not met SAP standards, the student will become ineligible for financial aid for Mr. John J. Barnosky ‘64 all subsequent semesters until they comply with SAP Mr. Raymond W. Belair ‘70 in honor of standards. Dr. Mary A. and Raymond F. Belair Academic Education Plan: A student’s appeal may be Mrs. Winifred E. Brough approved with the condition they follow an Academic Mr. Louis Y. Chartier ‘34 Education Plan, standards of which will be set forth by Mr. Richard Cohen the Financial Aid Appeals Committee. The student is Mr. John B. Connolly allowed to enroll in classes and receive financial aid for Dr. Donald D’Amour ‘64 one semester. At the end of the semester, the student will Mr. Douglas Denby be reviewed to ensure they are meeting the terms of their Imperial Distributors Plan. Progress of the Plan will continued to be monitored Mr. John F. Kennedy annually after the end of each spring semester. Kervick Family Foundation, Inc. If the student chooses not to appeal or the appeal Mr. J. Michael Martin ‘63 is denied, the student may continue to enroll in classes John McShain Charities (without the assistance of financial aid) if they are still Mr. Robert T. Mossey ‘65 academically eligible to do so. Payment plans and Polar Corporation alternative loans are available to assist the student Mr. Luc Pierre Quinson ‘68 during the semester(s) in which the student remains Rev. Msgr. Mederic J. Roberts ‘43 ineligible for aid. A student may regain eligibility by Mabel C. Ryan Memorial Scholarship meeting SAP standards in future semesters. Mrs. Roberta R. Schaefer Stratford Foundation SCHOLARSHIPS Mr. Woodbury C. Titcomb in honor of Miss Connie C. Turner MERIT SCHOLARSHIPS Mr. Eric J. Hirvonen Jr. ‘65 The Assumption College Merit Scholarship Program Mr. Michael P. Tsotsis ‘71 was established to reflect the College’s commitment to Mr. Stephen A. Tuttle ‘62 upholding a campus culture that champions academic excellence and student leadership. Scholarships The following is a list of the endowed are awarded to entering freshman students whose scholarships that are available on a limited basis high school records demonstrate strong academic through the Financial Aid Office. All applicants filing achievement, leadership, and potential for success at the Free Application for Federal Student Aid (FAFSA) Assumption College. Merit scholarships are renewed form will be considered for all scholarships for which annually as long as the college student maintains the they may be eligible. The College does not require a required GPA once enrolled at Assumption. Merit separate application for each fund. Scholars may also qualify for need-based financial aid to supplement their merit awards. WILLIAM AND JEAN ALBERGA SCHOLARSHIP was The College has programs for other students as established in 1998 by Mrs. Alberga in her husband’s well. Full-time Assumption students who graduated from memory. It is awarded annually to a worthy and needy Catholic high schools in the Worcester Diocese and who student of outstanding promise. Mrs. Alberga is the aunt of do not qualify for a Merit Scholarship are eligible for a Mrs. Isabel Bayon, spouse of Frederick Bayon, D.M.D. ‘65. Diocesan Tuition Incentive Grant of $2,500. These grants are renewable for four years. In addition to Merit and ASSUMPTION COLLEGE VOLUNTEERS SCHOLARSHIP Diocesan grants, Assumption has a generous, need-based FUND is awarded on an annual basis to students from financial aid program. Recipients of Merit Scholarships Worcester County, Massachusetts.

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PIERRE B. AUCOIN, M.D. ‘25 SCHOLARSHIP ANGELINE C. CAROCARI SCHOLARSHIP FUND is awarded annually to students from Maine, with was established by her grandson Chuck Flynn, special consideration given to those from the towns of former provost of Assumption and his family. This Dixfield, Rumford, and Mexico. scholarship, based on demonstrated financial need and good academic standing, is awarded to adult AUTHIER-VALLÉE SCHOLARSHIP FUND was undergraduate students. Preference is given to students established by Mrs. Patricia T. Morgan in memory with children of their own. of Miss Berthe Authier, Dr. Aimé Vallée and Mrs. Hermine Authier Vallée. The fund provides tuition CHRISTOPHER R. CARON SCHOLARSHIP is awarded assistance to a first-year student preferably from the annually on the basis of academic achievement and Springfield/Chicopee area. demonstrated financial need to a student studying history. This scholarship was established by Dr. BRO. ROBERT FRANCIS BEAULAC, A.A. MEMORIAL and Mrs. Roland Caron in memory of their son, SCHOLARSHIP is awarded annually to a student Christopher. with demonstrated financial need, who is involved in extracurricular activities, especially social or religious DOROTHY & NORMAND ‘34 CARTIER ENDOWED service. This scholarship was established in memory SCHOLARSHIP FUND is awarded annually to provide of Bro. Robert, who served the College in many financial assistance to students who have demonstrated capacities from 1961 to 2000. financial need. This scholarship was established in 2005 as result of a bequest by the Cartiers. FINANCIAL AID ROBERT W. BLANCHETTE SCHOLARSHIP FUND is awarded annually on the basis of academic CENTENNIAL SCHOLARSHIP FUND established by achievement and demonstrated financial need. His alumni and friends during the Centennial Campaign. wife Marna established the Fund in memory of her It is awarded to first generation students. The grants husband in 2000. Bob Blanchette, an attorney in will be awarded to students in good academic standing Washington, D.C., graduated from Assumption Prep upon the completion of their freshmen year and it will in 1949 and served on the Assumption College Board be renewable for their junior and senior years as well. of Trustees from 1981 to 2000. REVEREND GILBERT CHABOT SCHOLARSHIP GIVEN OMER E. AND LAURETTE BOIVIN SCHOLARSHIP is IN MEMORY OF ELLEN M. AMARAL is awarded awarded each year to majors in French or Modern & annually on the basis of financial need and academic Classical Languages as the result of a bequest by Dr. achievement to a student studying theology. This Omer E. Boivin. Preference will be given to students scholarship was established by Dr. Edward L. Amaral of Franco-American ancestry. If the student is a major in memory of his wife, Ellen. in Modern & Classical Languages, French must be the first language. PAUL N. CHAPUT FUND is available on an annual basis to students from Salem, Massachusetts. JOHN L. BRESCIANI ‘72 MEMORIAL SCHOLARSHIP is awarded annually to a student who is the son or DAVID L. CHRISTIANSON SCHOLARSHIP FUND is daughter of an alumnus/na on the basis of financial awarded annually based on academic achievement need and academic achievement. This scholarship and demonstrated financial need to a student was established by the friends and family of former studying Modern & Classical Languages. The fund director of Alumni Relations, Jack Bresciani ‘72, in was established by family and friends in the memory recognition of his outstanding service to the College of Dr. Christianson, a professor of French, Italian, and the Alumni Association. Comparative Literature, and Ancient Egyptian; and by The Marjory Christianson Fund of the Lutheran WINIFRED BROUGH SCHOLARSHIP established Community Foundation. in 2008 as the result of a bequest by Winifred Brough, this scholarship is awarded annually to a CLASS OF 1975 ENDOWED SCHOLARSHIP is available student in good academic standing with financial annually on the basis of academic achievement and need. demonstrated financial need.

DR. EUGENE W. BYRNES SCHOLARSHIP is awarded PAUL ‘38 & GEORGETTE CODERRE SCHOLARSHIP annually on the basis of academic merit, financial FUND is awarded annually on the basis of academic need, service, and initiative to a student who has achievement and demonstrated financial need. This excelled in the Natural Sciences. scholarship fund was established in 2002 by their son Ronald P. Coderre ’69.

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JEANNE Y. CURTIS ENDOWED SCHOLARSHIP achievement and extracurricular activities consistent established in 2006, is awarded annually on the basis of with a well-rounded student. academic achievement and demonstrated financial need. MARY M. DOYLE G’77 SCHOLARSHIP established GEORGE E. AND SARAH DENOMMÉ MEMORIAL by Mary Doyle in 1992, is awarded to a Junior or SCHOLARSHIP is awarded annually to a student Senior from Worcester County who has demonstrated concentrating in French Studies: Language, Literature, financial need and academic merit. Culture, Philosophy or Politics. This scholarship fund was established in 2000 by their brother, Robert T. DUFAULT FAMILY SCHOLARSHIP was established Denommé, Ph.D. ‘52, who is the D. H. Gordon Professor in honor of Francis X. Dufault Jr. M.D. ‘48, John P. Emeritus of French at the University of Virginia. Dufault, Ph.D. ‘51, Claude B. Dufault ‘52, and Charles E. Dufault, Ph.D. ‘63. The scholarship is awarded FR. LOUIS F. DION, A.A. ‘35 SCHOLARSHIP, annually to one or more students who have completed endowed by Burton and Rosalie Gerber and other their junior year and who have demonstrated an friends of Dr. Lou, is awarded annually to a student interest in the theatre arts and/or music. in the Natural Science program who demonstrates through superior academic achievement, strong moral DR. GEORGE S. ELIAS SCHOLARSHIP is awarded character, and service to the college or surrounding annually based on academic achievement and financial community that he or she shares the excellent qualities need to a Senior majoring in Human Services and that marked Fr. Dion’s distinguished contribution to Rehabilitation Studies from funds donated by alumni, Assumption College. faculty, staff and friends of Dr. Elias, founder and, for 32 years, director of the Institute for Social and HARRY DOEHLA MEMORIAL SCHOLARSHIP FUND Rehabilitation Services. provides funds annually to students from Fitchburg, Massachusetts, and Nashua, New Hampshire. FALLON COMMUNITY HEALTH PLAN ENDOWED SCHOLARSHIP FUND is awarded to a Junior or Senior DR. ANGELA G. DORENKAMP SCHOLARSHIP is from Worcester County who has a demonstrated need awarded annually on the basis of academic merit and academic merit who has expressed an interest in a and financial need to a senior majoring in English. career in the health professions. The scholarship was established in honor of Dr. Dorenkamp, Professor Emerita of English, by her REVEREND JOSEPH S. FORTIN SCHOLARSHIP brother, Dr. Robert M. Donati, friends, and family. FUND was established by Dr. F. Frederick Fortin and is available on an annual basis, preferably to a candidate THE DOUGHERTY/DOYLE FAMILY SCHOLARSHIP for the priesthood or a theology major from Rhode IN REHABILITATION COUNSELING is awarded Island. annually to a student who demonstrates honor and diligence, hallmarks of the Dougherty/Doyle families. GEORGE F. AND SYBIL H. FULLER SCHOLARSHIP The recipient of this scholarship will have shown a FUND established by the Fuller Foundation, is awarded pattern of success achieved through a strong desire annually to deserving students on the basis of financial to excel and persistence of effort in the major of need and academic success, preferably from Worcester Human Services and Rehabilitation Studies. Funds County. for this scholarship have been generously donated by Rev. Terrence T. Dougherty, Ph.D, O.C.D., retired RUSSELL AND JOYCE FULLER SCHOLARSHIP professor of Human Services and Rehabilitation was established by Assumption College in 2003 in Studies, and his sister Kathleen Doyle, in memory of recognition of the generous support provided to their sister Mary Dougherty. Assumption by Russell and Joyce Fuller. It is awarded to a student from the Worcester area who has ELISE M. DOYLE BOOK FUND makes available funds demonstrated financial need and academic merit. for books purchased at the campus book store for deserving students. JOHN ’66 AND GLADYS T. GRAY ENDOWED SCHOLARSHIP established in 2001, is available to GEORGE A. DOYLE AWARD provides a monetary students majoring in Theology with a preference for a award each year to a Senior Economics or Global student preparing for a religious vocation. Studies major from funds donated by alumni, faculty, staff, and friends of Dr. George A. Doyle, ROBERT ’65 AND MAUREEN G’67 GRAY professor emeritus of Economics. The Department SCHOLARSHIP FUND is awarded annually on the basis faculty selects the student on the basis of academic of academic achievement and demonstrated financial

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need. This scholarship fund was established by the preference given to students from Gardner, MA. Grays in 2002. JAMES G. LUCCHESE SCHOLARSHIP is awarded to THE THOMAS & BERNADETTE GOULET GRENIER students on the basis of financial need, whose mother SCHOLARSHIP is awarded each year to students from or father is a municipal worker. Preference is given to Maine with substantial financial need, with special students from Medway, Massachusetts. consideration given to those from Lewiston. The fund was established by Dr. Rudolph A. Grenier ’53 in LYNCH SCHOLARSHIP AWARD was established in honor of his parents. 2006 by The Lynch Foundation. The scholarship is awarded to a first year student from an inner-city ROLAND GREGOIRE ‘34 SCHOLARSHIP FUND Catholic high school in the Boston Archdiocese by the established in 2005, is awarded each year to a Admissions Office. Theology major with preference for students preparing for religious vocations, as the result of a bequest by RAYMOND J. MARION SCHOLARSHIP AWARD is given Roland Gregoire. annually to the students completing their Junior year with the highest cumulative GPA. The students must be JOSEPH H. HAGAN SCHOLARSHIP FUND was at class level with 30 courses. This award is given from established by the Fallon Community Health funds donated by alumni, faculty, and staff in honor of Plan in recognition of his service as President the late Dr. Raymond J. Marion, Professor of History. of Assumption College from 1978 to 1997. It is FINANCIAL AID awarded annually on the basis of financial need and PROF. JAMES McCARTHY MEMORIAL SCHOLARSHIP academic achievement. was established in 2009 by the family and friends of former Professor James McCarthy. It is awarded to a WILLIAM RANDOLPH HEARST FOUNDATION rising senior from the Economics and Global Studies SCHOLARSHIP was established by grants from the department who has overcome significant challenges to foundation and is awarded annually on the basis of succeed and has shown substantial intellectual growth financial need and academic achievement. over his/her career at Assumption.

DOCITHE E. JETTE AND DIANA SAVARIA JETTE SAINT MARIE EUGÉNIE MILLERET SCHOLARSHIP MEMORIAL SCHOLARSHIP FUND was established was established in 2004 by the Religious of the by Georgette H. Jette in memory of her parents in Assumption to honor Marie Eugénie Milleret 1985. This four-year award is based on demonstrated (1817–98), founder of this world-wide congregation financial aid and academic merit. Preference is given to of Catholic sisters. The scholarship will be awarded descendants of the Jette family. annually to a woman entering her senior year who embodies qualities important to Marie Eugénie: an J. MICHAEL KEEFE ’93 MEMORIAL SCHOLARSHIP active desire to grow in her relationship with God; FUND was established in 2002 by Michael’s classmates a commitment to service; a capacity to help build and his parents Pamela and Joseph Keefe. It is community wherever she is; and a daring to do what is awarded on the basis of academic achievement and right, whatever the cost. demonstrated financial need. MILLERET-BARNES SCHOLARSHIP was established FR. RAYMOND LAMBERT ’50 ENDOWED in 2008, by the Religious of the Assumption to honor SCHOLARSHIP established in 2006, to benefit students Robert Barnes and in memory Clothilde Milleret- with substantial financial need. Barnes, a member of Saint Marie Eugenie Milleret’s family. It is awarded annually to a student with THE CYNTHIA COURTNEY AND ADELARD F. demonstrated financial need, in either Undergraduate LANDRY ’42 SCHOLARSHIP is awarded annually or Graduate Studies, who is known to the Religious of to students with demonstrated financial need and the Assumption community. academic merit, preferably concentrating in French Studies. Secondary criteria include a major in other COLONEL FRANCIS R. MOULIN SCHOLARSHIP, languages and/or Global Studies. This scholarship awarded annually with preference to students who are was established in 2002 as result of a bequest by children of active or retired members of the military. Fr. Raymond Lambert ’50. The fund was established by Hon. Edward M. Neafsey ’72 in honor of Col. Moulin. THE DR. JOSEPH ALFRED ’56 AND JACQUELYN MARY LEBLANC SCHOLARSHIP was established in 2003 to ALBERT G. NAULT SR. SCHOLARSHIPS were established benefit pre-med students with at least a 3.5 GPA, with by his son, Albert G. Nault Jr. ‘58. One scholarship is

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awarded to the student who has most improved his CLARA RACINE REARDON SCHOLARSHIP which or her GPA between the Freshman and Sophomore was established by Professor R. Joseph Racine ‘30 in years. The second scholarship is awarded to the student memory of his sister, is awarded annually on the basis who has most improved in science courses between the of financial need and promising scholarship. freshman year and the end of the Junior year. HILAIRE J. RACINE SCHOLARSHIP established by STEPHEN ‘69 AND CYNTHIA O’BRIEN Professor R. Joseph Racine ‘30 in memory of his SCHOLARSHIP is awarded on an annual basis to a brother, is awarded annually on the basis of financial student with demonstrated financial need in good need and promising scholarship. academic standing, who is majoring in one of the liberal arts disciplines. The scholarship was established JOSEPH RACINE SCHOLARSHIP FOR MEDICAL by the O’Brien’s in 2005. STUDENTS was established by Professor R. Joseph Racine ’30 for students with financial need and academic MATTEO A. PAGANO ’59 SCHOLARSHIP established achievement who intend to become doctors of medicine. by his wife Ruth and sons Matt and Thomas, in memory of this Assumption graduate who was an JOSPEH RILEY ’11 SCHOLARSHIP FUND was educator and a permanent deacon in the Catholic established by the family of Joseph Riley in memory Church. This scholarship is awarded annually to a of him. It is awarded to a senior in good academic student with a demonstrated financial need. Primary standing with preference given to one involved with preference will be given to children of Catholic the music program and/or service work. deacons and secondary preference to a student majoring in Religious Studies. LEO AND MADELINE REMILLARD SCHOLARSHIP PRIZE was established by Joyce and Vincent Remillard J. ROMEO PELLETIER ’52 ENDOWED SCHOLARSHIP G’65 in memory of his parents. It is awarded to assist FUND was established by J. Romeo’s son, John E. a student’s study in any program in French during a Pelletier, Esq. ’56, in honor of his father. Established semester/year abroad or through summer research at in 2006, it is awarded annually to a student in his/ an approved institution. her junior or senior year provided the student has a 3.5 GPA or higher, with preference given to students MABEL C. RYAN SCHOLARSHIP was established by the majoring in Political Science or Economics, who Mabel Ryan Trust in 1988. It is awarded on the basis of graduated from Leominster High School. academic achievement and demonstrated financial need.

GEORGE & JACQUELINE PICARD SCHOLARSHIP JOHN ENRICO SCOLA SCHOLARSHIP was established is awarded annually to a student in good academic in 2006 by John’s wife and children. It is awarded standing with financial need. Preference is given for to a student majoring in the natural sciences with students planning to enroll in dental school; however demonstrated financial need and academic merit. it may be awarded to a student in the pre-med program or natural science department. BERTHA M. AND ELZEARD J. SENECAL PRIZE FUND is available on an annual basis preferably to a DR. MAURICE B. PLASSE MEMORIAL SCHOLARSHIP Senior from Southbridge, Massachusetts (although a is awarded annually to a senior who has demonstrated junior can be considered) who has shown the greatest excellence, talent and passion for French, Theatre progress from freshman year. or Television Production. Students who apply for this award must have a 3.0 GPA in courses related to JOSEPH E. SHEERIN MERIT PRIZE IN THE STUDY French or the communicative arts (theatre or television OF CLASSICAL LANGUAGES AND LITERATURES was production). Extra-curricular activities in Theatre, established by his family and the Assumption College Television Production, or French are also desired. faculty in recognition of his achievements as a teacher and a scholar. The award will be given annually to a TOM AND MONTY PLOUGH SCHOLARSHIP student (or students) who have excelled in Classical FUND was established by trustees and friends of Studies. the College, in honor of Thomas R. Plough and his wife, Monty. Dr. Plough, the fifteenth president of ERIKA AND GEOFF SMITH ’66 SCHOLARSHIP Assumption, served from 1998–2007. This annual FUND was established in 2003 by Assumption scholarship is awarded to a member of the senior class College Trustee Geoff Smith ’66 and his wife, Erika. who has unmet financial need and has demonstrated It is awarded annually on the basis of academic constructive involvement in campus life, with achievement and demonstrated financial need. preference given to a first generation student. Preference is given to students of diverse ethnic

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backgrounds from Connecticut who shows promise MSGR. ROGER VIAU ’38 SCHOLARSHIP is available and persistence in the face of difficult circumstances. to students with demonstrated need and academic ability. CHARLES E. SOULE SCHOLARSHIP IN REHABILITATION­ COUNSELING was endowed by ADDITIONAL SCHOLARSHIPS UnumProvident Corporation and named in honor Assumption College also offers the following of the former president of Paul Revere Insurance scholarships on an annual basis to those students who Company in Worcester. This is a merit-based award have a demonstrated need and show academic ability: available to full-time students enrolled in the Master of Arts in Rehabilitation Counseling program. Fr. Augustine B. Auge Scholarship Henry Beauvais Scholarship Fund SOVEREIGN BANK SCHOLARSHIP established in 2005, Yvonne Corporon Scholarship provides financial aid to a student with demonstrated J. Alexander Demers Scholarship Fund unmet financial need who is committed to serving the Norman Dupuis and Lucille Tasse Scholarship Worcester community through Assumption’s Reach Out The Michael Fleming Scholarship Center volunteer programs. Raymond P. and Myrtle S. Harold Memorial Fund Archibald R. LeMieux Scholarship Fund THE SPILLANE FAMILY ENDOWED SCHOLARSHIP Pierre and Rosalie LeMieux Perpetuity FUND was established by Charles and Virginia Spillane, Scholarship Fund by their daughter Tracy ’82, and their son Todd. The Anna McGee Scholarship FINANCIAL AID Spillane Family Scholarships are awarded annually Amelia Peabody Charitable Fund to students whose determined need exceeds 50% of Rev. Robert Poulin ’43 Scholarship Fund the cost of education at Assumption with preference G. Rainville and N. Rainville Family Scholarships will be given to students with a 3.0 or higher GPA. Rev. J.R. Rosario Richard Scholarship The scholarship can be renewed for consecutive years Maria E. Robert Scholarship provided the students maintain satisfactory progress Joseph J. Roberts Scholarship toward completion of their degree. John A. Ryan Family Scholarship Alice L. Sabean Scholarship MRS. NELLIE E. SURPRENANT SCHOLARSHIP FUND Stanley and Mary Ann Snider Scholarship is a four-year award based on need and academic achievement. It was started by Bert Surprenant in FEDERAL STUDENT AID PROGRAMS honor of his mother, Nellie. FEDERAL PELL GRANT REV. ARTHUR A. SYLVESTRE SCHOLARSHIP is available The Federal Pell Grant Program is an entitlement annually to students from St. Ignatius of Loyola (formally award designed to provide financial assistance to St. Martin’s) Parish in Somersworth, New Hampshire. undergraduate students who qualify on the basis of financial need. These are grant funds which do not RICHARD TESTA ’59 SCHOLARSHIP was founded by need to be repaid. The amount of the Pell Grant is Janet Testa in memory of her husband, Richard. The determined on the basis of the expected family contri- award will go to a sophomore student from MA pursing bution, the cost of education, the number of courses a business education with a freshman GPA of at least 3.0. taken, and the number of semesters in attendance per academic year. All undergraduate students who RITA M. THIBEAULT BOOK FUND makes available to request financial aid are reviewed for the Federal deserving students funds for books purchased at the Pell Grant by filing the Free Application for Federal campus book store. Student Aid.

THE CHESTER THOMPSON SCHOLARSHIP IN THE FEDERAL SUPPLEMENTAL EDUCATIONAL NATURAL SCIENCES was established in 2006. It is OPPORTUNITY GRANT (SEOG) awarded annually to students majoring in the natural This is a federally funded grant program. Recipients sciences, with preference given to students from are selected by Assumption College, and funds are Worcester County. generally reserved for undergraduate students with exceptional financial need. THE SHIRLEY THOMPSON SCHOLARSHIP IN THE VISUAL ARTS established in 2006 by her husband, FEDERAL DIRECT PERKINS LOAN Chester Thompson, is awarded annually to students This is a long-term, low-interest (5%) loan program majoring in the visual arts, with preference given to designed to assist students in paying for their students from Worcester County. college education. The loan is made to students by

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Assumption College through the federally sponsored EXPENSES 2013–2014 Federal Direct Perkins Loan Program. Students must Tuition $34,475.00 demonstrate exceptional need as determined by filing Board 3,969.00 the Free Application for Federal Student Aid. The Room (Standard) 6,777.00 loan is interest-free while the student is enrolled and Student Activities fee 250.00 working toward a degree. Once the student either Technology Fee 250.00 graduates or withdraws from Assumption College, Medical Insurance 1,898.00 the repayment of the loan commences after a short “grace period.” Deferment and cancellation benefits are Required Deposits Freshman: available under certain conditions. Qualification Deposit (all) 400.00 The borrower generally is allowed 10 years to Dormitory Damage Deposit (residents) 350.00 repay the loan. Orientation Fee 400.00 Upperclassman: FEDERAL WORK-STUDY PROGRAM Room Deposit (residents) 400.00 The Federal Work-Study Program provides employment for students in need of financial assistance Specific Fees: to help pay for their college education. Funds for Sixth Course 23 Credits 3,447.00 this program are provided by the federal government Art Studio Supplies Fee 60.00 To 250.00 and in part by Assumption College. Students are Foreign Language Media Fee 15.00 selected for these self-help funds based upon their Laboratory Fee (per course) 25.00 To 55.00 financial need, and it is offered as part of the financial Photography Fee 250.00 aid package. Funds must be earned, and will be paid *Studio Photography Fee 175.00 weekly on an as-worked basis. All student employees Natural Science Course Fee 400.00 are encouraged to sign up for direct deposit with a Freshman Application Fee 50.00 local bank. Transfer Student Application Fee 50.00 Leave Of Absence Fee(per semester) 250.00 WILLIAM D. FORD DIRECT LOAN PROGRAM Study Abroad Fee (per semester) 1,000.00 The William D. Ford Direct Loan Program is a Transcript Of Record 4.00 low-interest, long-term educational loan available to Education Practicum Fee 100.00 students to assist them in meeting their educational Graduation Fee 100.00 expenses. Funds are provided by the federal Disciplinary Program Fee 300.00 government. Students must complete the Free Recruiting Process Fee 15.00 Application for Federal Student Aid. Students who Key Replacement 60.00 show need based upon this form will be eligible for a ID Replacement Fee 25.00 William D. Ford Direct Subsidized Loan. The William Audit (per credit) 1,149.00 D. Ford Direct Unsubsidized Loan is for students who do not demonstrate need as determined by the Federal Parking: government. Limits for this program are set by the Resident 100.00 federal government depending upon the student’s year Nonresident 35.00 in college. All charges are subject to review and change at any time by the VERIFICATION POLICY Board of Trustees. The federal government selects random Financial *Course may require security deposit. Aid applicants for a process called “verification.” The Financial Aid Office will notify applicants if they PAYMENT OF BILLS have been selected, and what documents will be Assumption College follows a policy of sending bills needed from them. Failure to respond to any verifi- directly to the students. Bills for each semester will be cation request may result in the loss of financial aid. issued prior to the beginning of each semester and are Additional information concerning the College’s payable to the Finance Office at least two weeks prior specific verification procedures may be obtained from to the commencement of classes on the date indicated the Financial Aid Office. on each statement rendered. Students will not be considered officially registered NOTARY PUBLIC SERVICES and, therefore, will not be issued class schedules or The following persons are public notaries: Michael officially listed in the class roster until their bill is paid. Rubino, General Counsel; Robin Pellegrino Office Payments are applied to a student’s bill in the order of of Human Resources; Ellen Anderson, Financial Aid; past due balance, fines, interest, fees including room Lorrie McCarty, Office of the Provost. and board, miscellaneous charges, and finally tuition.

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Specific fees are often assessed after the student’s SECOND FAMILY MEMBER DISCOUNT class schedule is fixed and are payable on receipt of a A $1,000 reduction is granted if more than statement from the Finance Office. one dependent member of a family is in full-time The college does not offer deferred payment plan. attendance. This credit is applied to the account of the Students wishing to use an installment plan must make older student. private arrangements with a bank or commercial firm offering this type of plan on a fee basis. Information on COURSE OVERLOAD this plan is available from the Finance Office/Student Students taking more than 15 credits per semester will Accounts or online http://tuitionpay.salliemae.com/ be billed per credit hour accordingly. The exception assumption. would be for Dean’s List students who have the option Financial aid, loans, payments from deferred of taking an additional course at no expense only for payment plans, etc., must be received by the the following semester. Students studying abroad or

payment due date each semester. Late payments away for the semester following their dean’s listing EXPENSES will be subject to a late fee of $100.00 regardless of may defer their free sixth course until their semester of payment source. return, upon request of the Dean of Studies. Students will normally be charged for a sixth course consisting REFUNDS of three credits. Students taking a Natural Science No consideration will be given to applications for course will be charged an additional $400.00 per refunds from an individual course or the College four-credit course. unless the student has filed an official withdrawal notice with the Office of the Dean of Studies. The FAILURE TO PAY COLLEGE FINANCIAL OBLIGATIONS date of withdrawal is the last day of attendance. No Enrolled students may be suspended from the College amount paid is returnable upon a student’s voluntary for past due obligations, an action which includes withdrawal from the College as a matter of right. Also, removal of courses and prevention from course no refund is made for delay in attending class at the enrollment and campus housing for future terms. beginning of a term or for withdrawal or dismissal Students whose accounts are not in good standing may beyond the eighth week of a semester. not be allowed to participate in the housing lottery. Refunds made on tuition will be made in Current and former students will have a financial hold accordance with the following schedule: placed on their “official” academic transcript. Past due obligations may be referred to a collection agency 1. Tuition—100% refund if withdrawal is on or at the discretion of the College. In such cases, the before the first day of classes; student will be liable for any collection and legal fees which may total 50% of the outstanding bill. 2. Tuition—90% refund if withdrawal is after the first day of the week that classes begin and before TUITION REMISSION / STAFF COURTESY the end of the second week; The tuition remission form must be completed for each semester before tuition credit will be given. 3. Tuition—50% refund if withdrawal is on the first Tuition remission only applies to tuition, with payment day of the third week of classes and before the for all other fees being the responsibility of the student end of the fourth week of classes; by the specified due date.

4. Tuition—25% refund if withdrawal is on the first GRADUATION CLEARANCE day of the fifth week of classes and before the end Diplomas and official transcripts are released only of the eighth week of classes. upon full payment of all bills. All tuition, service charges, graduation fee, and miscellaneous fees, Refunds on board charges will be calculated on a including library fees, must be paid in full by the daily pro-rata basis. announced graduation clearance deadline. Student Refunds on room charges will be calculated on a accounts that are not fully paid by graduation daily pro-rata basis. clearance day are turned over to a collection agency if No refunds are granted on fees at any time. the account continues to be delinquent. Refund checks are issued by the Finance Office once per week. Any refunds due to the student will first be offset against any other amounts owed to the College. Refunds related to the Student Accident and Sickness insurance plan are determined by the insurance carrier. Please refer to their pamphlet.

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CAMPUS LIFE person. To this end, the College provides a number of developmental, health, career, guidance, psycho- THE STUDENT BODY logical, and religious services for students. The Office Assumption College is an institution born out of and of Student Affairs coordinates these student services. standing within the Roman Catholic tradition. The The purpose of this Office is reflected in its own student body, like the faculty, includes persons of mission statement: “We, the staff of the Division of many creeds, races, religious traditions, and nation- Student Affairs at Assumption College, collaborate in alities. Ninety percent of the undergraduates are the fulfillment of the College’s mission. As a Catholic resident students. The remaining ten percent of liberal arts and sciences college, Assumption is a students commute from Worcester and its suburbs. Christian community of men and women who are Of the resident students, approximately two-thirds committed to the pursuit of learning, the love for each are from New England. The other one-third come other, and the discovery of God. principally from the Middle Atlantic states, as well as We aim to facilitate the integrated development from other parts of the United States and from abroad. of the whole person and to provide a challenging environment for mutual exchanges, for responsible CAMPUS MINISTRY freedom, for a heightened intellectual, spiritual, and The Office of Campus Ministry provides opportu- social awareness, and for a fundamentally joyful nities for all to enrich their spirituality, faith and love attitude about life. We endeavor to live by the of God. By being faithful to God in our choices, in education we offer.” our daily work, in our openness to others and our availability in times of need, our whole life, under the STUDENT HEALTH SERVICES action of the Holy Spirit, becomes an encounter with Student Health Services (SHS), located in the Armanet God. (Assumptionist Rule of Life, n. 45) House, provides holistic, high-quality, confidential, We welcome people of every tradition as well as episodic and urgent care, as well as health education those who aren’t connected with any faith tradition. for full-time undergraduate students currently enrolled In collaboration with the Assumptionists and the at Assumption College. Our highly qualified staff Religious of the Assumption, we offer programs of encourages and educates students to make healthy spiritual growth inspired by the Assumption College lifestyle choices and become advocates for their own motto, “Until Christ be Formed in You.” healthcare. Clinic services are provided by Nurse Our popular retreat program invites students to get Practitioners and Registered Nurses, who work in to know themselves and one another in an off-campus collaboration with a consulting Physician. Health setting while exploring topics of identity, community, Education for the campus community is provided by commitment, faith, and service. In response to the a Certified Health Education Specialist and PAWS (a call of the Church to reach out to those who are student peer health education program). Nutrition poor, Campus Ministry’s SEND program provides counseling is provided in collaboration with dining multiple Spring, Summer and Winter Break immersion services. Services offered by SHS are covered by experiences with people who are economically tuition. There are no office fees or co-pays for visits or otherwise challenged. These opportunities help to SHS and the school health insurance plan does students grow by using their gifts to serve people in not need to be purchased in order to receive care need while receiving from them in return. Our liturgical at SHS. However, health insurance is mandatory in ministry program trains students to serve as Eucharistic Massachusetts and a low cost student health insurance Ministers, Lectors, Greeters, and Altar Servers at our plan is available through the Finance Office. A student popular student Masses. The Chapel Choir, open to or their insurance plan may incur charges for outside any student with a desire to sing or play an instrument, medical services, including (but not limited to) lab provides music at our Sunday liturgies and offers tests, radiology tests, prescription medications, and additional programs each year. Weekly prayer opportu- ambulance transportation. Clinic services are available nities include Sunday and daily Mass, Candlelight Monday-Friday, 9AM–5PM when classes are in session. Prayer, adoration, and a rosary group. We also offer faith-sharing groups, spiritual direction, pastoral care ALCOHOL AND DRUG EDUCATION and a variety of other spiritual development programs. The staff provides responses to alcohol and other The Office of Campus Ministry is located in the drug-related concerns of students, and is available for Tinsley Campus Ministry Center, and in the Charlie’s consultation, information, assessment, and referral for area of the Hagan Campus Center. Come grow with us! students’ concerns about their own use or if they are concerned about someone else’s use of alcohol and/ STUDENT AFFAIRS or other drugs. Through educational workshops and Assumption College is concerned not only with programs, the College facilitates campus-wide awareness the development of the mind, but also of the whole of alcohol and other drug related issues. Assumption

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students are invited to participate in a bystander First-year students are invited to take part in the CALL assistance program called the Red Watch Band. (Career and Lifetime Learning) Program to begin a full Additionally, AlcoholEdu, which is an on-line alcohol self-assessment and the portfolio development process. class, is required of all first year and transfer students, All students are encouraged to utilize Career Services A weekly Alcoholics Anonymous meeting is held on resources throughout their time at Assumption. Friday evening’s at 8:00 in La Maison. Peers Advocating Email us at [email protected] for more Wellness for Students (PAWS) is a peer education group information about Career Services andto schedule an providing wellness programs for students, including appointment. Career Services is located on the lower programs addressing alcohol and other drug use. level of Alumni Hall.

STUDENT DEVELOPMENT AND CROSS-CULTURAL CENTER COUNSELING CENTER The Cross-Cultural Center (CCC) promotes The Assumption College Student Development multicultural awareness and educational and Counseling Center, located at 26 Old English programming for the entire Assumption community Road (across from the Chapel and up the cement in order to support and complement the College’s stairs), offers a broad range of services to help commitment to diversity. The Center serves as a students with their personal, social, educational, resource for students, staff, and faculty. It is an and career concerns. These are available on both an inclusive and safe space for students to come and CAMPUS LIFE individual and a group basis. The staff of the Student explore their identities and also learn about other Development and Counseling Center offers a variety races, cultures, and religions. The Cross-Cultural of special programs that include group counseling, Center staff support, advise and advocate for assertiveness training, communications, personality Assumption’s ALANA (African, Latino/Hispanic, development, and other activities as need and interest Asian, and Native-American) student population warrant. The Center is handicapped accessible at 26 and serve as a resource for international students Old English Road (front of the building). as they transition to college and throughout their Counseling for personal growth addresses issues of college experience. development and adjustment for students at all stages The Center sponsors, in collaboration with other of their college years. Services (included in tuition) are College departments, clubs and organizations, cross- available to all fulltime undergraduate students who cultural programming and cross-cultural education need to resolve specific questions related to student through a variety of outreach and awareness programs, life, as well as those who are dealing with the more lectures, workshops, retreats, and performances that general process of self-discovery and understanding. explore both the shared and unique experiences of The counseling staff offers services and/or referrals our community. The Center staff work in partnership to address the full range of mental health issues. with faculty to develop programs that enhance cross- Information shared in counseling is confidential. cultural understanding and emphasize human dignity, solidarity, and the importance of working for justice of CAREER SERVICES all people. Career Services is dedicated to helping full-time undergraduate students map out their future from the RESIDENTIAL LIFE day they arrive at Assumption through graduation. Each residential area houses members of the Experienced, full-time professionals provide guidance Residential Life Staff: resident directors (full time & resources as students explore academic and career professionals responsible for the supervision of the options, set goals, and work towards post-graduation area) and head/resident assistants (students who assist success. the resident directors in their responsibilities). Living on campus entails certain responsibilities outlined Career Services supports students targeting: in the Student Handbook and the housing contract. • Internships Administrative, religious, and faculty members are • Full-time Jobs readily available to any student for consultation and • Graduate School guidance. • Post-graduate Service Programs • Honors Housing Support is provided through: This alternate housing option provides students • Workshops, Events & Programs with a community that fully supports the • Charlie’s Office Hours & Walk-in Resume Clinics attainment of academic excellence. The mission • Individual Advising of the Honors Housing is to provide students with • Hound Explorer: On-line job & internship board a seamless educational environment in a smaller • On-Campus Recruiting residential setting.

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• Substance-free Housing acceptance of these policies and a commitment to In order to provide students with another abide by them. The Vice President for Student Affairs residential option, the College offers substance- is responsible for most areas of student life outside free housing in Nault Hall. Residents voluntarily of the classroom. Various advisory boards, which choose not to use or possess alcohol, tobacco include student representatives, serve to recommend or illegal drugs in this hall, and ensure that their and formulate policy. guests abide by these same guidelines. REACH OUT CENTER • Wellness Housing The Reach Out Center (ROC) provides opportu- The Wellness Wing is a program for first nities for students at Assumption College to engage year students who are interested in forming a in community service with their peers in the greater living community that is focused on improving Worcester area. The ROC seeks to enhance students’ or sustaining a balanced and healthy lifestyle liberal arts education through meaningful, pro-active throughout their first year in college. The mission service, as well as creating a campus environment of this theme-linked housing program is to that inspires and supports civic responsibility and provide an opportunity for first year students who community action. The Reach Out Center strives are committed to living a healthy lifestyle to live to encourage and cultivate student leaders as they together in a first year residence hall. develop programs with agencies in Worcester, recruit volunteers, and assess effectiveness. Student leaders are • Living Learning Center also given opportunities to attend both regional and The LLC is a living learning community for national conferences. Some of the agencies served by students who are intellectually engaged and want the Reach Out Center include Central Massachusetts to strengthen their capacity to critically analyze Veterans’ Shelter, Rainbow Child Development, Inc., differing viewpoints, to speak clearly and persua- Pernet Family Services, St. Peter’s Mentoring and sively, to develop an awareness of current events Worcester Public Schools. Located in Charlie’s in the bearing on our global society, and to gain a better Hagan Campus Center, the Reach Out Center is open understanding of Catholic intellectual tradition. five days a week and welcomes all interested students. This model provides opportunities for students to enhance their undergraduate experience through CAMPUS RECREATION involvement with faculty and staff in a unique Campus Recreation is committed to a student centered residential community. approach for recreation programs and facilities. By providing diverse recreational opportunities we OFFICE OF STUDENT CONDUCT promote a sense of community, support student The Office of Student Conduct enforces the College development through leadership and employment Conduct Code and administers the student conduct opportunities, and encourage the pursuit of a healthy process. The goals of the department are to hold active lifestyle for all students, faculty and staff. The students accountable for their actions, help them learn Campus Recreation programs are designed to enrich from their mistakes, promote responsible decision- the college experience of all participants. A large making and awareness of College policies, and variety of intramural sports, instructional classes, establish a safe educational environment that fosters club sports, and special events are offered to allow individual responsibility, integrity, and respect. The every participant maximum enjoyment regardless conduct process is designed to be transparent, fair, of previous playing experience and/or ability. The expedient, and respectful of students’ rights. Plourde Recreation Center is fully equipped with treadmills, ellipticals, bikes, and free weights. It also CAMPUS POLICIES includes a pool, racquetball courts and multipurpose In any academic community, policies are necessary courts for a variety of open recreation opportunities. to maintain order and an atmosphere conducive to There are numerous opportunities for employment study. They are based on the premise of responsible and leadership positions in Campus Recreation such as freedom, a principle that helps to shape the mature facility monitor, facility supervisor, intramural official, citizen of tomorrow. Assumption College expects the lifeguard, aerobics instructor and more. We hope the members of this voluntary community to conduct Campus Recreation programs will help you meet new themselves in a manner that reflects the values that friends, develop new interests, make worthy use of are the foundation of our Catholic institution. Written your leisure time, and have a more rewarding academic policies serve as guidelines toward reasoned action. year through a balanced lifestyle that includes These policies are recorded and described in detail in physical exercise. Assumption College is an institu- the Student Handbook and supplemental bulletins. tional member of the National Intramural Recreational Attendance at Assumption College represents Sports Association.

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STUDENT GOVERNMENT ASSOCIATION forms. The elected representatives of the student body • The Student Handbook, prepared by the Dean constitute the Student Senate of the SGA. This group of Students, summarizes the basic policies and is responsible for the recognition and the financing services of the College. It also includes information of student clubs and activities and for serving as the pertinent to living in on-campus housing and official means of communication between the student outlines the policies and services attendant body, administration, and faculty. to residence at the College. It is distributed annually to all students at the beginning of the CAMPUS ACTIVITIES BOARD academic year. This organization sponsors a major portion of the social, entertainment, cultural, and educational INTERCOLLEGIATE ATHLETICS activities at Assumption. Some annual activities The Intercollegiate Athletics Program is directly include Family Weekend, the Spring Concert, related to the education of the students. It is designed Siblings’ Weekend, Fall Fever, late night weekend to enhance the athletics skills and competitive instincts programming, and the Holiday and Spring Balls. of all participants. In addition, intercollegiate athletics Participation in CAB gives students valuable assists in the development of the personal character- experiences in leadership development, group process, istics of fairness, cooperation, self-control, and good and event planning. Most of all, it’s fun! sportsmanship, and to extend the student’s physical CAMPUS LIFE and social capacities. The College is a member of the CLUBS AND ORGANIZATIONS National Collegiate Athletic Association (NCAA), and There are many opportunities for students to competes at the Division II level. Assumption is also a get involved on campus. The Office of Student member of the Northeast-10 Conference (NE-10). Activities hosts a Club Fair during the first week of Assumption College offers the following athletic school, giving all students the opportunity to meet programs in NCAA Division II and the Northeast-10 students involved in organizations and to see all that Conference: Assumption has to offer. Baseball (Men’s), Basketball (Men’s and Women’s), Cross Country (Men’s and Women’s), Field Hockey ELIGIBILITY RULE ON CO-CURRICULAR (Women’s), Football (Men’s), Golf (Men’s), Ice Hockey INVOLVEMENT (Men’s), Lacrosse (Men’s and Women’s), Rowing A student failing to make reasonable progress toward (Women’s)/Independent Conference Membership, graduation risks curtailment of his/her right to Softball (Women’s), Soccer (Men’s and Women’s), participate in co-curricular activities. The Dean of Swimming and Diving (Women’s), Track and Field Campus Life and the Dean of Undergraduate Studies (Men’s and Women’s), Volleyball (Women’s). will address academic issues with elected and selected If you are interested in participating in an leaders who do not maintain a 2.5 GPA. General Intercollegiate Athletic program, please contact the membership in clubs and organizations does not respective athletic program’s coach. require a 2.5 GPA. INTERCOLLEGIATE ATHLETIC ELIGIBILITY STUDENT PUBLICATIONS Students who desire to participate in the intercollegiate • Le Provocateur, the student newspaper, covers athletic program must register with the NCAA Eligibility campus news as well as student opinion. Center prior to enrollment. Members of Intercol- • The Heights yearbook captures the spirit of college legiate Athletic teams must comply with the NCAA life in pictures and words. rules on eligibility and meet the academic standards of • The Phoenix is Assumption College’s magazine for Assumption College. Assumption College chooses to the creative arts. Primarily dealing with literary adhere to a higher minimum academic standard for its endeavors of undergraduates, the magazine also student athletes than the NCAA minimum. For further publishes photographs, especially of paintings details regarding academic eligibility, please refer to the and sculpture, and touches on nearly all art Student-Athlete Handbook or contact the Athletic office.

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BOARD OF TRUSTEES Bro. Didier Remoit, A.A., Rome, Italy Michael D. Sleeper, Worcester, MA Officers of the College Joseph W. Spillane, Esq., Worcester, MA Michael T. Sullivan ’83, Holliston, MA Chairman of the Board: Frederick L. Bayon, D.M.D. ‘65, Sr. , R.A., Philadelphia, PA Worcester, MA Clare Teresa Tjäder Michael P. Tsotsis ’71, Rutland, MA Vice Chairman of the Board: Rev. Peter R. Precourt, A.A., ’70, Fiskdale, MA Rev. Paul L. Vaudreuil, A.A. ’59, Worcester, MA President of the College: Francesco C. Cesareo, Ph.D., Trustee Emeriti Worcester, MA Paul J. MacKinnon, South Yarmouth, MA Treasurer: Christian McCarthy, Worcester, MA James J. O’Connor, Naples, FL Vice President for Mission: Rev. Dennis M. Gallagher, James J. Paugh III ’77, Worcester, MA A.A., Worcester, MA Leonard C.G. “Geoff” Smith ’66, Naples, FL Provost: Dr. Francis M. Lazarus, Ph.D., Worcester, MA Vice President for Enrollment Management: Evan E. Lipp, Honorary Trustees Shrewsbury, MA John B. Connolly, Westford, MA Vice President for Student Affairs: Catherine M. The Honorable Mike R. Gravel ’69, Arlington, VA WoodBrooks, Ph.D., Worcester, MA David R. Grenon, HD ’86, Sutton, MA Vice President for Institutional Advancement: Timothy R. Normand R. Marois ’57, Sutton, MA Stanton, J.D., Worcester, MA Robert D. Ouellette, M.D. ’52, West Boylston, MA Secretary of the Board: Janet C. Lambert, Spencer, MA Gloria J. Plourde, HA ’95, Southborough, MA Trustees Very Rev. Miguel Diaz Ayllon, A.A., Administration Mexico City, Mexico Laure C. Aubuchon, New York, NY OFFICE OF THE PRESIDENT John J. Barnosky, Esq. ’64, Centerport, NY Frederick L. Bayon, D.M.D. ’65, Worcester, MA President: Francesco C. Cesareo, B.A., Cathedral Francis J. Bedard, Esq., CPA ’81, Brentwood, TN College of the Immaculate Conception; M.A., Ph.D., Jasmina T. Boulanger, J.D., San Clemente, CA Fordham University. Francesco C. Cesareo, Ph.D., Worcester, MA Carolyn M. Clancy ’82, Needham Heights, MA Vice President for Mission: Rev. Dennis M. Gallagher, A.A., B.A., Assumption College; M. Div., Weston Sr. Therese M. Duross, R.A., Worcester, MA School of Theology; M.Th., Boston College. Robert E. Gray, Jr. ’65, Worcester, MA Rev. Claude Grenache A.A., ’59, Brighton, MA Executive Assistant for Government and Community Rev. Roland O. Guilmain A.A., ’50, Brighton, MA Relations: Daniel F. DiTullio, B.A., Saint Michael’s College Catherine Browne Harrison ’86, New Vernon, NJ Executive Assistant for Planning and Programming: Bro. Paul C. Henry, A.A., Fiskdale, MA Janet C. Lambert, A.L.S., Assumption College. Very Rev. Richard E. Lamoureaux, A.A. ’64, Worcester, MA Executive Administrative Assistant: Sharon A. Mahoney Robert E. Longden, Jr. Esq. Prep ’67, Holden, MA Harris L. MacNeill, Northborough, MA Campus Ministry Thomas D. Manning ’69, Worcester, MA Director of Campus Ministry: TBA Christine C. Marcks ’77, Glastonbury, CT Edward J. McCaffrey III ’69, Chicago, IL Assistant Director of Campus Ministry: Stephanie Rev. Salvator K. Musande, A.A., Fiskdale, MA McCaffrey, B.A., Washington and Lee University, Stephen T. O’Brien ’69, Harvard, MA M.A., Teachers College, Columbia University; M.Div., Ralph L. Pearson, Ph.D., Wexford, PA Weston Jesuit School of Theology. Rev. Marcel Poirier, A.A., Quebec, Canada Rev. Peter R. Precourt, A.A. ’70, Fiskdale, MA Campus Minister: Rev. Dinh Võtrân, A.A., B.A., University of Dalat; M.A. East Asian Pastoral Institute; Candace A. Race ’78, Worcester, MA S.T.L. Weston Jesuit School of Theology. Roselly Ramseyer-Torres ’85, San Juan, PR

43768_20_Directory.indd 198 7/19/13 2:32 PM 43768_20_Directory.indd 199 Nichols College,M.B.A.,Assumption College. Senior StaffAccountant: Assumption College. Director ofPurchasing: Assumption College. Controller: State University, M.B.A.,NicholsCollege Director ofFinance: Finance Manager ofCentralServices: Moore Director ofAssumptionCollegeBookstore: Worcester PolytechnicInstitute. United StatesMilitaryAcademyatWest Point;M.B.A. Director ofAuxiliaryServices: Business Services Finance: Executive AssistanttotheVice Presidentfor University. A.P.C., J.D.,SuffolkUniversity;Ed.D.,Northeastern President: General CounselandAssistanttotheExecutiveVice M.B.A., ColumbiaUniversity. Christian McCarthy Executive Vice PresidentforFinanceandAdministration: Administration andFinance Curry College,M.A.,RowanUniversity. Development Publications: Editor AssumptionCollegeMagazine/Directorof College oftheHolyCross. Public AffairsAssociate: Martinelle Associate DirectorofPublicAffairs: Executive DirectorofPublicAffairs: Public Affairs Anna MariaCollege. Music MinistryDirector: Theology andMinistry. Boston College;M.Ed.,CollegeSchoolof Campus Minister: , B.F.A., RhodeIslandSchool ofDesign. Jennifer White, Michael H. Rubino , B.A.,UniversityofMassachusetts,Amherst. Cathleen Cullen Vinnie Sullivan-Jacques , A.B., College of the Holy Cross; , A.B.,CollegeoftheHolyCross; Peter Wells Gale M. Racine B.A.,BostonCollege. Stephen M. Kostrzewa Linda Ducharme Margaret M.Margaret Tartaglia TroyR. Watkins , B.A.,M.B.A., , B.A.,ClarkUniversity; Michelle Carrignan. John P. Langlois , CPA, B.S.,Worcester Lorraine U. TBA , B.S., , B.S., , B.A., , B.A., Joshua I. , B.S., , A.B., , B.M., Salem StateCollege,M.S.,AmericanInternational Director ofPublicSafety: Public Safety Human ResourcesCoordinator: Anna MariaCollege. Payroll Coordinator: Assumption College. Payroll Administrator: Becker College. Human ResourcesAdministrator: Pellegrino Associate DirectorofHumanResources: University, J.D.,Western NewEnglandSchoolofLaw. Officer: Director ofHumanResources/AffirmativeAction Human Resources Assumption College. Worcester StateCollege;M.A.,C.A.G.S., Director ofAdmissions: Joseph’s College; M.A., AssumptionCollege. Dean ofAdmissions: B.A., AssumptionCollege;M.B.A.,ClarkUniversity. Coordinator ofAlumniAdmissions: Associate DirectorofEnrollmentManagement/ B.A., DickinsonCollege;M.A.,AssumptionCollege. Management forStrategicInitiatives: Assistant totheVice PresidentofEnrollment K. AmaralKaren Director ofTechnology forEnrollmentManagement: University. Lipp Vice PresidentforEnrollmentManagement: Undergraduate Admissions ENROLLMENT MANAGEMENT Mt. Wachusett CommunityCollege. Administrator: Unity College. Administrative Lieutenant: England College. College, M.S.,SuffolkUniversity, J.D.,Western New , B.A.,MariettaCollege;M.A.,Western Michigan Grace L. Blunt , SPHR,B.A.,Worcester StateCollege. Laurie Handscome-Voedisch , B.A.,AssumptionCollege. Kathleen M. Murphy Amanda Blinn Debra Daly, , Esq.,B.A.,Northeastern Mario Silva-Rosa Robert A. Murphy Robert A. Keith Hough Betsy Dunbar. Patricia Flynn A.L.S., Mary R. Bresnahan , B.A., Karen Puntillo , A.A.S,B.S., Robin L. , B.A.,

, B.A.,St. , A.S., , B.A., Evan E. , B.A., , , 7/19/13 2:32 PM DIRECTORY 199 200 DIRECTORY

Director of Visit Experiences: Sara Port, B.A., Assistant to the Vice President for Institutional College of the Holy Cross, M.A. Suffolk University. Advancement: Nicki Lazaros, B.A. UMASS Dartmouth, AA. Champlain College. Assistant Director of Enrollment Management and Interactive Recruiter: Anna J. Dealy, B.A., Senior Advancement Officer:Melanie Demarais, B.A. Assumption College. St. Michaels College.

Assistant Director of Admissions: Mark Cleland, B.A., Advancement Officer:Emily P. Murray, B.A. Assumption College. Assumption College

Assistant Director of Admissions: Michel Perron, Director of Annual Giving: Timothy R. Martin, B.S., B.A., M.A., Assumption College; C.A.G.S., Worcester Fairfield University. State College. Administrative Assistant for the Director of Annual Assistant Director of Admissions: Sarah Neithercut, Giving: Judith Sharry White B.A., Assumption College. Associate Director of Annual Giving and Director Assistant Director of Admissions: Tiana ­Carrasquillo, of Parent Programs: Linda B. Rosenlund, B.A., B.A., University Connecticut-Storrs; M.Ed., Assumption College. ­UMass-Amherst. Assistant Director of Annual Giving: Erin K. Mills, Assistant Director of Admissions: Allison St. Pierre, B.A., Pine Manor College B.A., Assumption College. Director of Advancement Services: Christina N. Assistant Director of Admissions: Yavuz Kiremit. B.A., Nathan, B.S., Stella Maris College, India; M.S., Worcester State College. Loyola College, India; M.Phil, Loyola College, India; M.S., UMASS Lowell. Admissions Counselor: Brother Richard Gagnon, A.A., B.A., St. Francis College; M.Ed., Boston College. Gift Processor: Joanna G. Toscano, B.A., Worcester State University Regional Admissions Representative: Mariko K. Watt, B.A. Boston University, M.A. Emerson College. Data Management Specialist: Diana L. Judge, B.S. Worcester State University Regional Admissions Representative: Susan E. Wynne, B.A., Assumption College. Director of Research: Amy H. Sacco, B.A., Assumption College.

FINANCIAL AID Director of Alumni Relations: Diane Laska-Nixon, B.A., Assumption College.

Director of Financial Aid: William C. Smith, B.S., Saint Assistant Director of Alumni Relations: Amy E. Logue, Anselm College, M.Ed., Northeastern University. B.A., M.B.A. Assumption College Assistant Director of Financial Aid: Robin M. Montalvo, B.S., Worcester State College. STUDENT AFFAIRS Assistant Director of Financial Aid: Colleen King, B.S.B.A., M.B.A. Nichols College. Vice President for Student Affairs: Catherine M. WoodBrooks, B.S., University of Maine– Financial Aid Counselor: Ellen Anderson, B.S. Farmington; M.Ed., University of Maine–Orono; Assumption College. Ph.D., Ohio State University.

Dean of Campus Life: Conway C. S. Campbell, B.A. INSTITUTIONAL ADVANCEMENT University of Connecticut; M.Ed., University of Massachusetts– Lowell. Vice President for Institutional Advancement: Timothy Dean of Students: Robert G. Ravenelle, B.A., M.B.A., R. Stanton, B.A. Amherst College; J.D. University of Assumption College. Connecticut School of Law.

43768_20_Directory.indd 200 7/19/13 2:32 PM 43768_20_Directory.indd 201 Anselm College. Assistant FootballCoach: University ofKentucky. Assistant FootballCoach: Dickinson College. Head FootballCoach: Divinity School B.A., CollegeoftheHolyCross;M.T.S., Vanderbilt Head Women’s FieldHockey Coach: Head MenandWomen’s Cross CountryCoach: St. Michael’s College. Assistant Women’s Basketball Coach: Providence College. Head Women’s BasketballCoach: B.S. FranklinPierceCollege. Assistant Men’s BasketballCoach: Johnson StateUniversity. Head Men’s BasketballCoach: University; M.S.,EndicottCollege Head Men’s BaseballCoach: Mullen Assistant DirectorofAthleticsforOperations: Amherst. Ken Johnson Assistant DirectorofAthleticsforCommunications: Bridgewater State. B.S., UniversityofMassachusetts,Amherst;M.S. Athletic Trainer: Robleski Assistant DirectorofSportsMedicine University; M.S.UniversityofTexas, ElPaso. Randy Logan Assistant DirectorofAthleticsforSportsMedicine: B.A. Yale; M.Ed.ProvidenceCollege. Associate DirectorofAthletics/SWA: Springfield College,M.B.A.,AssumptionCollege. Peter J. Gardula Associate DirectorofAthleticsforCompliance: New HampshireUniversity;M.B.A.,BryantUniversity Director ofAthletics: Athletics , B.A.AssumptionCollege. , M.S.ATC, B.S.UniversityofVermont. , B.S.UniversityofMassachusetts, , M.S.ATC. B.A.,EastWashington , B.A.,UniversityofMaine;M.Ed., Andy O’Donnell Nicholas Smith, Robert Chesney Anthony Barese Paul McGonagle Mike Rocco, Matt Mahar , Jr., M.S.ATC, PES, Kerry Phayre Alfonso A. PayneAlfonso A. Sue Cahill : Krystle Annie Lahey, Bethany Ellis, B.S.,Southern , B.A. B.S.,Bryant , B.A.Saint , B.A. , B.S., Jim , B.A., , B.S., TBA

,

Head Women’s SwimmingandDivingCoach: Dean College Head Women’s SoftballCoach: Head Women’s SoccerCoach: University ofVermont Head Men’s SoccerCoach: University Worcester PolytechnicInstitute;B.A.Worcester State Head Women’s RowingCoach: B.A., UniversityofMassachusetts,Amherst Head Women’s LacrosseCoach: University ofNewYork -Potsdam Head Men’s LacrosseCoach: of Law College oftheHolyCross;J.D.,NewEnglandSchool Head Men’s GolfCoach: Island; M.S.,SalisburyUniversity. Club Sport: Assistant DirectorofRecreation /Intramuralsand University ofConnecticut;M.Ed,Lynchburg College. Director ofRecreation: Campus Recreation Rachel Hedge Graduate AssistantforReachOutCenter: University ofRhodeIsland. Carleen Roy-Butler Director oftheReachOutCenter: Reach OutCenter Community VolunteerServices/ Planning, HarvardUniversity. M.A., BostonUniversity;M.A.Arch.inEnvironmental Collegiate AthleticAssociation: Faculty AthleticRepresentativetotheNational B.A. BryantUniversity. Head Women’s Volleyball Coach: Head MenandWomen’s Track: B.A. ColbySawyerCollege. Head MenandWomen’s Tennis Coach: University ofRhodeIsland. Cromarty, B.A.,BostonUniversity;M.Sc.,Ph.D., Eric Wojtowicz , B.A.,AssumptionCollege. , B.A.,St.Michael’s College;M.S., Jaron Rider Timothy Bibaud , B.S.,UniversityofRhode Ryan Levesque, Keith Loftis, TBA Eric Thiemke Ralph DeLucia, TBA Kevin L. Hickey Abbey Capobianco Maureen Atkins

, RCRSP, B.A.,

Dan Munsey B.A.,State , B.A.,

B.A., , B.S., Stuart A.B.A., , A.B., , , , 7/19/13 2:32 PM DIRECTORY 201 202 DIRECTORY

Career Services Assistant Director of Student Activities: Director of Career Services: Nicole DiOrio, B.S., Alexandra Paterson, B.A. Western New England The Pennsylvania State University University; M.Ed., Springfield College. Graduate Assistant for Student Activities: Assistant Director of Career Services: TBA Elyse Gauvin, B.A. Western New England University. Assistant Director of Career Services/ Director of the Career and Lifetime Learning (CALL) Program: Student Development and Suellen Lazarek Dean, B.A., Assumption College; Counseling Center M.A., Boston College. Dean of Student Development: Neil Ryan Castronovo, B.A., M.A., Catholic University; M.A.T., Johns Cross Cultural Center Hopkins University; Ph.D., Virginia Commonwealth Director of the Cross Cultural Center: Beatriz Patiño, University. Study: Boston Institute for Psychotherapy. B.A., Connecticut College; M.A. Assumption College. Associate Director of the Student Development Graduate Assistant: Courtney Lima, B.A., and Counseling Center / Personal Counselor: Assumption College Marta L. Carlson, B.A., Providence College, M.A., Lesley University, Ph.D., Syracuse University. Residential Life Personal Counselor: Kevin Murphy, B.A., M.A., Director of Residential Life: Joseph T. Zito, B.A., M.A., C.A.G.S., Assumption College. Assumption College.

Associate Director of Residential Life: Student Health Services Benjamin Kadamus, B.A., M.A., Boston College Director of Student Health Services: Elizabeth Drexler-Hines, B.S., Slippery Rock University; M.P.H., Assistant Director of Residential Life: Cari Renn, B.S., University of Massachusetts, Amherst; M.C.H.E.S., University of Connecticut, M.A., Indiana University of National Center for Health Education Credentialing Pennsylvania Assistant Director of Student Health Services / Nurse Resident Director Living/Learning Center: Practitioner: Lisa Boucher, A.P.R.N., A.N.P.-B.C., Amanda Adams, B.A., University of New Hampshire American Nurses Credentialing Center; B.S.N., University of Massachusetts–Dartmouth, M.S., Resident Director Salisbury Hall: TBA University of Massachusetts–Worcester. Resident Director, The Hill (Aubuchon, Bissonette, Nurse Practitioner: Joan M. Cutting, A.P.R.N., N.P.-C., Hanrahan, Nault, Young Halls): TBA American Academy of Nurse Practitioners; B.S.N., Resident Director, The Quad (Alumni, Desautels Halls): Northeastern University; M.S.N., Regis College. Maribeth Scott, B.A Providence College Collaborating Physician: Nancy Berube, B.S., Resident Director, The Valley (Authier, Dufault, Dion, Worcester Polytechnic Institute; M.D., University of Massachusetts Medical School. Moquin Halls): Aaron Sequeira, B.S. Newbury College. Resident Director, The Village (Plough, South, Student Conduct West Halls): Richelle Abrahams, B.A., M.A., Director of Student Conduct: Chad Laliberte, B.S., Assumption College M.S., Elmira College Graduate Assistant Wachusett Hall: Julianna Aguilar, B.A., College of the Holy Cross ACADEMIC ADMINISTRATION AND FACULTY Resident Director Worcester Hall: Ashley Marco, B.A. M.B.A., Assumption College Student Activities Academic Affairs Director of Student Activities: Eric Swindle, B.S., Provost and Academic Vice President: American International College; M.S., Central Francis M. Lazarus, A.B. Canisius College, M.A., Connecticut State. Ph.D., Cornell University.

43768_20_Directory.indd 202 7/19/13 2:32 PM 43768_20_Directory.indd 203 Management. B.A., BostonCollege,M.B.A., Simmons Schoolof Associate Director, CareerServices: Coolberth Theresa A. Academic CounselorforContinuingEducation: Laura Hunter Continuing andCareerEducationCoordinator: Babson College. Dennis Braun, Director ofContinuingandCareerEducation: Continuing andCareer Education Island. Coordinator: Community ServiceLearningPlacement Ph.D., UniversityofMissouri-Columbia,1999. Michael Land Director, CommunityServiceLearningProgram: Community ServiceLearning Amy Borggaard Assistant DirectorofDisabilityServices: Clark University, A.B.D.NortheasternUniversity. B.S., UniversityofMassachusetts-Amherst;M.P.A., Director ofDisabilitiesServices: Assumption College. Learning Specialist: M.A., AntiochUniversity. Bruehl Allen A. Director oftheAcademicSupportCenter: Academic SupportCenter University ofChicago;M.P.A., Ph.D.,ClarkUniversity. Director ofGrantDevelopment: University ofAlberta. Assessment: Director ofInstitutionalResearchandAcademic Pennsylvania StateUniversity;Ph.D.Yale University. Morrison Associate DeanfortheFirstYear: University; Ph.D.,SyracuseUniversity. B.A., William JewellCollege;M.A.,Wake Forest Dean ofUndergraduateStudies: Marquette University;M.A.,Ph.D.,BostonCollege. Associate Provost: , B.A.,UniversityofPennsylvania;M.A., Stuart J. Munro , B.S.S.S.,AssumptionCollege Susan Hayes , B.A.,UniversityofAlabama;M.A., B.S.BridgewaterStateCollege,M.B.A. , B.A.,FranklinandMarshallCollege; , B.A.,M.Ed.,FraminghamStateCollege. Louise Carroll Keeley Amy Hurley , B.S.L.S.,AssumptionCollege. , B.A.,UniversityofRhode , B.A.,M.A., Landy C. Johnson , B.A.,M.A., Eloise Knowlton Sharon deKlerk Jennifer Klein PatriciaPaolucci A.

, B.A.,

, B.A., , B.A., , , , Jennifer Marques Information Technology SupportCenterCoordinator: M.A., C.A.G.S.,AssumptionCollege. Tom St. John Information Technology SupportCenterManager: Director ofUserSupport: D.A., SimmonsCollege. College; M.Mus.,NewEnglandConservatory;M.S., Media Services: Executive DirectorofInformationTechnology and Information Technology andMediaServices State College;M.B.A.AssumptionCollege,2012. Operations Manager: American InternationalCollege,2005. Services: Director ofGraduateEnrollmentManagementand Graduate Studies Report Writer: Report Writer: University ofMassachusetts-Amherst. Applications Analyst: Applications Analyst: of Massachusetts-Amherst. Applications Analyst: of Phoenix. Web Developer: University M.S.,ofMassachusetts-Dartmouth. Web SystemProgrammer: Worcester Polytechnic Institute, M.B.A., Nichols Manager ofDatabaseSystems: University ofMassachusetts-Amherst. Director ofApplications: College. Training Specialist: University. B.S., M.S.,Tufts University;M.A.,SanDiegoState Instructional Technology Manager: Computer ClassroomandLabManager: University ofMaine. Desktop SupportManager: Barbara Benoit , B.F.A., MassachusettsCollegeofArt; Shawn Conway John Gillis Dawn R. Thistle Dawn Christopher Murray , B.A.,AssumptionCollege. Elizabeth Hamblett Laura M. Lawrence Hiwan DawnLaw Beth Goven Allen Wilkins , B.A.BostonCollege;M.B.A. Dana Giampa Ming Sun , B.A.,GoddardCollege. TBA Mark Brooks , B.S.,AnnaMariaCollege. John Flynn . , B.Mus.,Oberlin . , B.S., Jilin , B.S.,Jilin , B.A.,University Lynn Cooke , B.S.,University Joseph Horgos , B.F.A., Rivier , B.S., , B.A. Fitchburg , B.A.Fitchburg , B.S., , B.S.M.E., , B.S.M.E., , B.S.E.E., College. , . 7/19/13 2:32 PM DIRECTORY 203 204 DIRECTORY

Director of Network and Server Operations: Thomas Registrar Haley, B.S., University of Massachusetts-Amherst. Registrar: David W. Aalto, B.S., Boston University. Network and Server Administrator: Robert Lavner, Assistant to the Registrar, Undergraduate Division: B.S., Bridgewater State College. Mary Malone, B.S.L.S., Assumption College. Network Analyst: Jeff Logee, B.A., Assumption Assistant to the Registrar, Graduate and Continuing College. & Career Education Divisions: Deirdre Comeau, A.S., Becker College. Systems Manager: Benjamin Goodwin, A.S., Vermont Technical College. Information Systems Coordinator: Christine , M.S., Nova Southeastern University. Associate Systems Manager: Christopher Naples, B.A. Estabrook Assumption College. Records Registration Clerk: John Wild, M.A., Assumption College. Director of Media Services: Ted H. Haley, B.A., University of Massachusetts-Amherst; M.B.A., Administrative Assistant: Melanie Palmer. Assumption College.

Media Services Supervisor: Thomas E. Burke, B.A., Rehabilitation Services Franklin Pierce College; M.A., Assumption College. Coordinator, Region I Rehabilitation Continuing Education Program (RCEP): Thomas P. McCarthy, Library Services B.A., M.Ed., Boston College; Sc.D., Boston University. Director of Library Services: Doris Ann Sweet, B.A., M.A., M.S.L.S., Columbia University. Visual Resources Visual Resources Curator: Mary Mudge, Lecturer Head of Reference and Information Literacy in Art History, B. A., Assumption College, M.A., Services: Phillip Waterman, B.A., University of New University of Massachusetts: Amherst, 2007. Hampshire, M.S., Simmons College. Head of Access Services and Collection Management: Academic Department Chairs Robin Maddalena, B.A. Binghamton University; M.S., • Art, Music and Theatre – Patrick Corrigan Simmons College. • Business Studies – Joseph Foley Reference and Information Literacy Librarian: Barrie Mooney, B.A.,University of Vermont; M.L.I.S. • Economics and Global Studies – Thomas White University of Rhode Island. • Education – Eric Howe Reference and Information Literacy Librarian: Libby Lipin, B.F.A., University of Massachusetts, • English – Becky DiBiasio Lowell; M.S., Simmons College. • History – Deborah Kisatsky Reference and Information Literacy Librarian: • Human Services and Rehabilitation Studies – Kate Bejune, B.S., Cornell University; M.S.L.I.S., Syracuse University. Susan Scully-Hill • Mathematics and Computer Science – Head of Technical Services: Elizabeth Maisey, B.A., Bridgewater State College; J.D., New England School Suzanne Kelton of Law; M.S., Simmons College. • Modern and Classical Languages and Cultures – Head of Library Systems and Technology: Arlene Guerrero-Watanabe Mary Brunelle, B.A. Assumption College, M.S. Simmons College. • Natural Sciences – Kim Schandel

Reference and Information Services Librarian: • Philosophy – Gavin Colvert Nancy O’Sullivan, B.A. Mt. Holyoke College, M.L.I.S. • Political Science – Bernard J. Dobski University of Rhode Island.

43768_20_Directory.indd 204 7/19/13 2:32 PM 43768_20_Directory.indd 205 Michigan; Ph.D.,University of Wisconsin, 1992. (1998) B.A.,DenisonUniversity; M.A.,Universityof Robert Biggert spring 2014. University ofKentucky, 1996.OnSabbatical B.A., Western MarylandCollege;M.A.,Ph.D., Christopher T.Beyers M.Div., Weston Jesuit SchoolofTheology, 1984. University ofNotreDame;M.A.,BostonCollege; Theology (1999)A.B.,AssumptionCollege;M.A., Barry Bercier Ottawa, 1968. Ph.L., Angelicum(Rome);Ph.D.,Universityof Philosophy (1969) M.A.,St.Michael’s Theologate; Frederick R. Bauer Ph.D., DartmouthCollege,2008. Mathematics (2009)B.S.,CentreCollege;A.M., M.Brooke Andersen M.A., Ph.D.,UniversityofCaliforniaatSanDiego,1994. Program. B.S.,MassachusettsInstituteofTechnology; (1994). DirectoroftheNotreDame3:2Engineering Joseph A. Alfano University ofToronto, 1984. B.A., M.A.,FloridaStateUniversity;Ph.D., Paul Ady, THE FACULTY WISE Coordinator: Ph.D., ClarkUniversity, 1973. Director: Worcester InstituteforSeniorEducation: Director: Institute forSocialandRehabilitationServices: French Institute:Director: Ecumenical Institute:Director: Director: Aaron T. BeckInstituteforCognitiveStudies: Institutes /Centers • • •

Theology – Sociology andAnthropology– Psychology – AssociateProfessorofEnglish(1987) Paul J. Mahon Susan Scully-Hill Doerfler Leonard A. , A.A.,Visiting AssistantProfessorof , AssistantProfessorofSociology , Assistant Professor of Mathematics , AssistantProfessorofMathematics Marc Guerra Paula Fitzpatrick , AssociateProfessorof Pat Masiello , AssistantProfessorof , ProfessorofEnglish(1999) , A.B.,AssumptionCollege; Leslie P. Choquette , Ph.D. , Ph.D. Gavin Colvert . Steven Farough

, Ph.D. , Ph.D. University; Ph.D.,PennsylvaniaStateUniversity, 2005. B.A., DartmouthCollege;M.A.,PennsylvaniaState Alison Cares On SabbaticalLeave2013–2014. University; Ph.D.,UniversityofNorthCarolina,2006. B.A., UniversityofNorthCarolina;M.A.,Indiana Bryan Carella Hampshire; Ph.D.,JohnsHopkinsUniversity(1970). and ComputerScience(1982)B.S.,UniversityofNew Joyce E. Brown leave 2013–2014. (History), Ph.D.,ColumbiaUniversity, 2002.On (2002) B.S.,UnitedStatesNavalAcademy;M.Ph. Stuart J. Borsch Program. Rutgers University, 2000.Director, AssumptionRome (2002) B.A.,UniversityofMassachusetts;M.A.,Ph.D., Richard Bonanno Sabbatical 2013–2014. Massachusetts InstituteofTechnology, 2005.On Chemistry (2007)B.A.,Macalester College;Ph.D., Elizabeth A. ColbyDavie Northeastern University, 1975. (1975) A.B.,Tufts University;M.S.,Ph.D., Vincent Cioffari University, 2010. University ofUtah,Ph.D.PennsylvaniaState (2010) B.A.,BrighamYoung University, M.A. Mark Z. Christensen College; M.A.,Ph.D.,HarvardUniversity, 1988. Director oftheFrenchInstitute(1989)B.A.,Radcliffe Francais, ProfessorofFrancophoneCulturesand Leslie P. Choquette University, 2007. (2009) B.A.,BostonUniversity;M.S.,Ph.D.,Tufts Sarah Cavanagh Pennsylvania, 1981. A.B., MountHolyoke;M.A.,Ph.D.,Universityof Catto Bonnie A. University, 2012. College; M.A.AssumptionSc.D.,Boston and RehabilitationStudies(2012)B.A.Assumption Robert Caron University, 1983. (1988) B.S.,FordhamUniversity;Ph.D.,Yale Kevin J. Carlin , Assistant Professor of Sociology (2011) , AssistantProfessorofSociology(2011) , AssistantProfessorofHumanServices , AssistantProfessorofEnglish(2007) , AssociateProfessorofMathematics , AssociateProfessorofMathematics , AssociateProfessorofHistory , ProfessorofClassics(1989) , AssociateProfessorofMathematics; , AssistantProfessorofPsychology , AssociateProfessorofItalian , ProfessorofHistory, L’Institut , AssistantProfessorofHistory , AssistantProfessorof 7/19/13 2:32 PM DIRECTORY 205 206 DIRECTORY

Gavin T. Colvert, Associate Professor of Philosophy Leonard A. Doerfler, Professor of Psychology (1989) (2000) Chairperson of the Department of Philosophy. B.S., University of Pittsburgh; M.A., Ph.D., University B.A., Santa Clara University; M.A., Ph.D., University of Missouri-Columbia, 1982. of Toronto, 1995. Shahara Drew, Visiting Instructor of English. (2007) J. Patrick Corrigan, Associate Professor of Philosophy B.A., University of Pennsylvania; M.A., Brown (1989) Chair of the Department of Art, Music, and University; Ph.D. Brown University, 2001. Theatre, B.A., The Catholic University of America; M.A., The University of Texas at Austin; Ph.D., The Eric Drouart, Visiting Assistant Professor of Catholic University of America, 1995. Management and Marketing (2011) B.B.A., IPAG, Paris, France, B.B.A., M.S.B.A., University of Roger R. Corriveau, A.A. Visiting Assistant Professor Massachusetts, Amherst (1976). of Theology (1992). A.B., Assumption College; M.Div., Weston Jesuit School of Theology; M.A. Aisling S. Dugan, Assistant Professor of Biology (2010) Boston College; S.T.L., Diploma, Institutum B.A., Smith College; PhD., Brown University, 2007. Patristicum Augustinianum, 1992. Colleen A. Fahy, Professor of Economics (1992) B.A., Stuart I. Cromarty, Professor of Biology (2000) B.A., St. John Fisher College; M.A., Ph.D., State University Boston University; M.Sc., Ph.D., University of Rhode of New York at Binghamton, 1989. Island, 1995. On Sabbatical Fall 2013. Steven Farough, Chair, Department of Sociology David Crowley, Associate Professor of Biology (2004). and Anthropology, Associate Professor of Sociology A.B., College of the Holy Cross; Ph.D., Stanford (2001) B.A., Western Michigan University; M.S.W., University, 1999. University of Michigan; Ph.D., Boston College, 2001.

Lisa D’Souza, Assistant Professor of Education (2009) Kathleen M. Fisher, Associate Professor of Theology B.A., M. Ed. Wake Forest University; Ph.D. Boston (2002) B.A., University of Scranton; M.T.S., Ph.D., College, 2009. Boston University, 1999.

Jessica De La Cruz, Assistant Professor of Education Paula Fitzpatrick, Chair, Department of Psychology, (2008) B.A., Union College, M.S., Ph.D., University Associate Professor of Psychology (1996) B.A., Ph.D., of Virginia. University of Connecticut, 1993.

Arlene O. DeWitt, Assistant Professor of Marketing Molly B. Flynn, Associate Professor of Philosophy and Organizational Communication (2005) B.A., (2006) B.A., Mount Saint Mary’s College; M.A. 2003, Elmira College; M.B.A., Clark University, 1987. Ph.D., The Catholic University of America, 2007.

Becky L. DiBiasio, Associate Professor of English Joseph T. Foley, Associate Professor of Accounting (1985) Chairperson of the Department of English, (1979) Chairperson of the Department of Business B.A., Purdue University; M.A., George Peabody Studies. A.B., College of the Holy Cross; M.S./M.B.A. College, Nashville; Ph.D., Purdue University, 1985. Northeastern University Graduate School of ­Professional Accounting, 1973. Certified Public Mary Di Domenico, Visiting Instructor of English. Accountant, 1975 (Massachusetts). (2007) B.A., University of Massachusetts; M.A. University of Massachusetts/Boston, 1995. Robert M. Fry, Associate Professor of Mathematics and Computer Science (1979) B.A., Miami University; Egidio A. Diodati, Associate Professor of Management M.S., Ph.D., University of Illinois-Urbana Champaign, (1987) B.S., Boston State College, 1973; M.B.A., 1979. On Sabbatical Spring 2014. Suffolk University, 1977. On Sabbatical Spring 2014. Paul J. Gallagher, Associate Professor of Philosophy Edward J. Dix, Associate Professor of Chemistry (1989) B.A., Duquesne University; M.A., Ph.D., (1994) Chairperson of the Department of Natural The Pennsylvania State University, 1991. Sciences. B.S., Clarkson University; M.S., Ph.D., University of Rochester, 1994. Amy Gazin-Schwartz, Associate Professor of ­Anthropology (1998), A.B., Vassar College; M.A., Bernard J. Dobski, Jr., Associate Professor of Political University of Durham, England; Ph.D., University Science (2003) Chair of the Department of Political of Massachusetts-Amherst 1999. On Sabbatical Science, B.A., Boston College; M.A., Ph.D., Michigan 2013–2014. State University, 2003.

43768_20_Directory.indd 206 7/19/13 2:32 PM 43768_20_Directory.indd 207 in EnvironmentalPlanning,Harvard University, 1976. Association. A.B.,M.A.,Boston University;M.A.Arch. Representative totheNational CollegiateAthletic (1972) EconomicsandGlobal Studies,Faculty Kevin L. Hickey Berkeley, 2001.Onleave2013–2014. Indiana University;Ph.D.,UniversityofCaliforniaat (2001). B.A.,UniversityofTexas atAustin;M.S., James F. Hauri College; M.A.,Ph.D.,BrownUniversity, 2000. Director ofLatinAmericanStudies.B.A.,Amherst Modern andClassicalLanguagesLiteratures, Spanish (1999)ChairpersonoftheDepartment Arlene Guerrero-Watanabe Assumption College;Ph.D.,Ave MariaUniversity, 2007. Chairperson oftheDepartmentTheology, B.A.,M.A., Marc D. Guerra Bolivar (Quito);Ph.D.,UniversityofPittsburgh,2004. (Quito, Ecuador);M.A.,UniversidadAndinaSimon (2008) B.A.,PontificiaUniversidadCatolicadelEcuador Juan CarlosGrijalva Michigan, 1982. M.S.M., BostonUniversity;D.M.A.,Universityof Michelle Graveline Art InstituteofBostonatLesleyUniversity. (2007) B.A.,RhodeIslandSchoolofDesign;M.F.A. Thomas Grady Cambridge, Ph.D.,PontificalGregorianUniversity. University ofSt.Anselemo,M.Ph.L., B.A. MunichSchoolofPhilosophy, Ph.L.,Pontifical Christian Göbel School ofArt. B.A., HampshireCollege;M.F.A., Yale University Scott J. Glushien Tufts University, 1998.OnSabbatical2013–2014. B.S., M.S.,SofiaUniversity, Sofia,Bulgaria;M.S.,Ph.D., Georgi Georgiev University ofCalifornia,SantaCruz,1998. (1998) B.A.,UniversityofMassachusetts;M.A.,Ph.D., GendronRichard A. Ph.D., CatholicUniversityofAmerica,2012. Science (2012)B.A.,M.A.UniversityofSaskatchewan; Jeremy Geddert University ofMichigan,2010. B.A. PomonaCollege,M.A.Tufts University, Ph.D. Heidi Gearhart , Jr., AssociateProfessorofChemistry , Associate Professor of Theology (2012) , AssociateProfessorofTheology(2012) , Visiting AssistantProfessorofArt , AssistantProfessorofArt(2013). , Assistant Professor of Philosophy (2008) , AssistantProfessorofPhilosophy(2008) , AssociateProfessorofGeography , AssistantProfessorofPolitical , Assistant Professor of Physics (2007) , AssistantProfessorofPhysics(2007) , AssistantProfessorofArt(2000) , ProfessorofMusic(1984)B.Mus., , AssociateProfessorofSociology , Assistant Professor of Spanish , AssistantProfessorofSpanish , AssociateProfessorof Maria D. Kalpidou B.S., FurmanUniversity, Ph.D.,StanfordUniversity. Glenn Jones Jr On Sabbatical2013–2014. University; M.S.(Accounting),BentleyCollege,1977. B.A., B.S.,UniversityofNotreDame;M.B.A.,Harvard Daniel Jones University, 2004. M.A.T., ColgateUniversity;Ph.D.,Western Michigan University ofColorado;M.B.A.,IndianaUniversity; Chairperson oftheDepartmentEducation.B.S., Eric M. Howe College, 1978. (2010) B.S.B.A.,BostonCollege;M.B.A.Babson David Hoyle College, 1971. B.S., Worcester StateCollege;M.A.,Assumption John T.Hodgen Harvard University, 1993. University; M.A.,SimmonsCollege; Ed.M.,Ed.D., (1987) B.A.,AssumptionCollege; M.Ed.,Boston Mary E. Kielbasa Ph.D., JohnsHopkins,2007. University ofMichigan,M.A.,AmericanUniversity, Carl Keyes Ph.D., JohnsHopkinsUniversity, 1980. B.A., UniversityofMichigan–AnnArbor;M.A., Dona M. Kercher of Virginia, 2001. Institute andStateUniversity;M.S.,Ph.D.,University Mathematics (2002)B.S.,Virginia Polytechnic and ComputerScience,AssistantProfessorof Suzanne Kelton M.A., Ph.D.,BostonCollege,1983. and AssociateProvost.B.A.,MarquetteUniversity; Louise Carroll Keeley Technology; M.B.A.,RutgersUniversity, 1978. Science (1984)B.S.,NewJerseyInstituteof William Katcher University; Ph.D.,ClarkUniversity, 1983. B.A., UniversityofAthens,Greece;M.A.,Fordham Demetrius Kantarelis University, 1997. Greece; M.A.,Tufts University;Ph.D.,LouisianaState (1998) B.A.,AristotleUniversity, Thessaloniki, , AssistantProfessorofHistory(2008)B.A., , Visiting AssistantProfessorofMarketing , AssistantProfessorofAccounting(2005) , AssistantProfessorofEducation(2004), ., Assistant Professor of Chemistry (2008) ., AssistantProfessorofChemistry(2008) , Visiting InstructorofEnglish(2002) , Chair, DepartmentofMathematics , AssistantProfessorofComputer , AssistantProfessorofEducation , ProfessorofSpanish&Film(1990) , AssociateProfessorofPsychology , ProfessorofPhilosophy(1983) , ProfessorofEconomics(1983) 7/19/13 2:32 PM DIRECTORY 207 208 DIRECTORY

Deborah Kisatsky, Associate Professor of History Marc LePain, Professor of Theology (1971) (2001) Chairperson of the Department of History A.B., Assumption College; M.A., University of B.A., M.A., Ph.D., University of Connecticut, 2001. Pennsylvania; Ph.D., Fordham University, 1978.

Christopher Klofft, Assistant Professor of Theology Michael Lewis, Visiting Assistant Professor of (2001) B.A., Assumption College; S.T.B., S.T.L., Management (2007) B.S., Central New England S.T.D., Catholic University, 2000. College; M.B.A., Assumption College, 2000.

Lucia Z. Knoles, Professor of English (1984) B.A., Saint Esteban Loustaunau, Associate Professor of Spanish Mary’s College; M.A., Ph.D., Rutgers University, 1979. (2008) B.A., Carleton College, M.A., Ph.D., Ohio State University. Suzanne L. Kozak, Visiting Instructor of Mathematics (1999) B.A., Nazareth College; M.A., Binghamton Amy C. Lyubchik, Assistant Professor of Psychology University, 1999. (2002) B.A., Clark University; M.A.; Ph.D., University of Rochester, 1998. Regina Kuersten-Hogan, Associate Professor of Psychology (2007) B.A., University of Massachusetts- Daniel P. Maher, Associate Professor of Philosophy Boston; M.A., Ph.D., Clark University, 1998. (2008) B.A., Ph.L., Catholic University of America; On Sabbatical 2013–2014. Ph.D., Boston College.

Keith A. Lahikainen, Assistant Professor Human Daniel J. Mahoney, Professor of Political Science (1986) Services & Rehabilitation Studies (2008). A.B., Augustine Chair in Distinguished Scholarship, B.A., Assumption College (1990); M.S., Fitchburg State College of the Holy Cross; M.A., Ph.D., The Catholic College (1996); Psy.D., Massachusetts School of University of America, 1989. On Sabbatical 2013–2014. Professional Psychology (2001). Mary Ann Mariani, Assistant Professor in Human Donat R. Lamothe, A.A., Professor of Music (1963) Services and Rehabilitation Studies (2008) B.A., Archivist. Ph.L., University of Ottawa; M.A., St. Boston College; M.Ed., Boston College; Ph.D., John’s University; M.M., Boston University; Ph.D., Boston College (1990). University of Strasbourg. Francis A. Marino, Associate Professor of Accounting Michael Land, Associate Professor of English (2000) (1981) A.B., College of the Holy Cross; M.B.A., Director of the Community Service Learning Program, Northeastern University, Graduate School of Business B.A., University of Alabama; M.A., Ph.D., University of Administration, 1975; M.S.T., Bentley College, 1982; Missouri-Columbia, 1999. On Sabbatical Spring 2014. Certified Public Accountant, 1975 (Massachusetts).

James M. Lang, Associate Professor of English (2000), John F. McClymer, Professor of History (1970) A.B., B.A., University of Notre Dame; M.A., St. Louis Fordham College; M.A., Ph.D., State University of University; Ph.D., Northwestern University, 1997. New York at Stony Brook, 1973. Director of The Center For Teaching and Learning. Jessica McCready, Assistant Professor of Biology Lance G. Lazar, Assistant Professor of History (2012). B.S., Cornell University; Ph.D., Virginia (2005) A.B., Dartmouth College; Ph.D., Harvard Commonwealth University, 2006. University, 1998. Christopher Dylan McGee, Associate Professor Cary LeBlanc, Assistant Professor of Management of Economics (2001) B.S., Reed College; Ph.D., and Marketing (2006) B.A., Boston College; M.Ed., University of North Carolina, 2001. Northeastern University; Ph.D. Union Institute and University, 2008. Allison Meyer, Assistant Professor of English (2010) B.A., Lewis and Clark College, 2001; M.A., University Michele L. Lemons, Assistant Professor of Biology of Idaho, 2004; Ph.D., University of Illinois at Urbana- (2007) B.S., College of William and Mary; Ph.D., Champaign, 2010. University of Florida, 1999. On Sabbatical 2013–2014. Saeed Mohaghegh, Associate Professor of Maryanne Leone, Assistant Professor of Spanish Management (1982) B.B.A., Business College of Rasht, (2005) B.S., University of Connecticut; M.A., Iran; M.B.A., Clark University, Graduate School of Middlebury College; Ph.D., University of Management, 1977; M.A., Clark University, Graduate Kansas, 2003. School of Economics, 1986. On Sabbatical Fall 2013.

43768_20_Directory.indd 208 7/19/13 2:32 PM 43768_20_Directory.indd 209 University ofMassachusetts, Amherst. Harvard GraduateSchoolof Education, Ed.D., (2008) B.A.,M.S.Ed.,TheCollege ofSt.Rose,Ed.M., Cinzia Pica–Smith B.S., RhodeIslandCollege,1986. University, 1998;M.A.,RhodeIslandCollege,1992; University ofRhodeIsland,2007;MBA,Bryant Management (2012),Ph.D.inBusinessAdministration, Catherine L. Pastille Brandeis University, 2004. (2008) B.A.,UniversityofMassachusetts;M.A.,Ph.D., Maria Parmley Ph.D., UniversityofNewYork atAlbany, 1971. (1975) A.B.,BostonUniversity;M.A.,KentState; Edmund F. O’Reilly On Sabbatical2013–2014. Glasgow University;Ph.D.,NorthwesternUniversity. B.A., MagdalenCollege,OxfordUniversity;M.Phil., Toby Norris, Yale University, M.F.A., Wayne StateUniversity. Carrie Nixon Certified PublicAccountant,1998(MA). College CarrollGraduateSchoolofManagement,1998; (2001) B.A.,CollegeoftheHolyCross;M.B.A.,Boston Jennifer M. Niece University ofIllinoisatUrbana-Champaign,1997. (1997) B.S.,GeorgiaInstituteofTechnology; Ph.D., Brian K. Niece M.A., Ph.D.,TheUniversityofMichigan,2004. B.A., InternationalChristianUniversity(Tokyo, Japan); Chieko Nakajima Connecticut. Connecticut StateUniversity, Ph.D.,Universityof (2008) B.A.,ConnecticutCollege,M.S.,Southern Diane Myers Amherst, 1986. Hollins, M.A.,Ph.D.,UniversityofMassachusetts- Ann B. Murphy Ph.D. BostonCollege,2006.OnSabbatical2013–2014. B.A., UniversityofMassachusetts-Dartmouth,M.A., Irina Mukhina Reserve University(2002). Executive DoctorinManagement,CaseWestern Fordham University;M.Ed.Harvard and DirectoroftheMBAProgram(2011)B.A. J. BartMorrison AssistantProfessorofArtHistory(2006) , AssistantProfessorofSpecialEducation , AssociateProfessorofArt(2008)B.A., , Associate Professor of History (2007) , AssociateProfessorofHistory(2007) , AssociateProfessorofChemistry , AssistantProfessorofPsychology , ProfessorofEnglish(1990)B.A. , AssociateProfessorofManagement , Assistant Professor of History (2004) , AssistantProfessorofHistory(2004) , Associate Professor of Accounting , AssociateProfessorofAccounting , AssistantProfessorofEducation , AssociateProfessorofPsychology , AssistantProfessorof Michigan StateUniversity, 1996. and RehabilitationStudies.B.A.,M.A.,Ph.D., Chairperson oftheDepartmentHumanServices Human ServicesandRehabilitationStudies(1998) Susan M. Scully-Hill University; Ph.D.,DukeUniversity, 1990. and Chemistry(1995)B.S.,PennsylvaniaState Schandel Kimberly A. On Sabbatical 2013–2014. University ofMassachusetts-Amherst,2005. B.A., BirlaInstituteofTechnology; M.A.,Ph.D., Smriti Rao University, 1989. M.A., UniversityofDallas;Ph.D.,PennsylvaniaState Nalin Ranasinghe Honors Program. West Virginia University, 2001.DirectorofThe B.A., West Virginia Wesleyan College;M.A.,Ph.D., Rachel Ramsey Villanova University; Ph.D.,EmoryUniversity, 1998. (1998) B.A.,GeorgeMasonUniversity; M.A., D.Anthony Traylor of NewYork, StonyBrook, 1976. (1976), B.A.,ClarkUniversity; Ph.D.,StateUniversity F.Peter Toscano Stony Brook,1994. University; Ph.D.,StateUniversityofNewYork at St. John’s University;M.F.A., BowlingGreenState David Thoreen Massachusetts atAmherst,1989. B.A., RhodeIslandCollege;Ph.D.,Universityof J.Steven Theroux School ofMusic,1990. Peter Sulski Boston University, 1995. (1995) B.A.,M.S.,UniversityofPennsylvania;Ed.D., Cathleen K. Stutz Arts, 2007. College ofArt;M.F.A., Vermont CollegeofFine Lynn Simmons University, 1980. (1978) A.B.,CarletonCollege;Ph.D.,Cornell Owen D.V. Sholes University, 2005. B.A., MercerUniversity;M.A.,Ph.D.,FloridaState Paul Shields , AssociateProfessorofEconomics (2006) , LecturerinMusic(2004).B.M.Eastman , AssistantProfessorofEnglish(2005) , LecturerinArt(2008)B.F.A., Maine , ProfessorofEnglish(1995)B.A., , AssociateProfessorofEnglish(2001) Jr., AssociateProfessorofPsychology , AssistantProfessorofEducation , AssociateProfessorofBiology , ProfessorofBiology(1992) , ProfessorofPhilosophy(2001) , AssistantProfessorofPhilosophy , AssociateProfessorof , AssociateProfessorofBiology 7/19/13 2:32 PM DIRECTORY 209 210 DIRECTORY

Scott M. Tyner, Assistant Professor of Human Robert Bureau, Lecturer in Human Services and Services and Rehabilitation Studies (2008) B.A., State Rehabilitation Studies (2007) B.A., University University of New York; M.S., College of Saint Rose, Of Massachusetts-Amherst; M.Ed., University of M.Ed., ABD, University of Massachusetts – Amherst. Massachusetts-Amherst (1985).

Arlene C. Vadum, Professor of Psychology (1971) A.B., Thomas E. Burke, Lecturer in Theatre Arts (1998) B.A., McMaster University; Ph.D., University of California Franklin Pierce College; M.A., Assumption College, 1997. (Berkeley), 1969. Christian Castendyk, Lecturer in Education (2007) Nanho S. Vander Hart, Assistant Professor of Special B.A., University of Santa Clare; M.A., University of Education (1999) Director of Special Education. California, Santa Barbara, 1967. B.A., Ewha Woman’s University, Seoul, Korea; M.A., University of Northern Colorado; Ph.D., University of Elissa Chase, Lecturer in Art History (2011) B.A. Iowa, 1998. Beloit College, M.A. University of Glasgow, 1996.

Geoffrey Vaughan, Associate Professor of Political David A. Cohen, Lecturer in History (2013) B.A., Science, Director of the Fortin and Gonthier M.A., A.B.D., Yale University. Foundations of Western Civilization Program (2008) B.A., University of Toronto, M.A., Boston College, Heather Connors, Lecturer in Sociology (2010) B.A. D.Phil., University of Oxford. College of the Holy Cross; M.S., Ph.D. University of Massachusetts, Boston, 2008. Brian Volz, Assistant Professor of Economics (2010) B.S., Carnegie Mellon University; M.A., Johns Hopkins Anita Danker, Lecturer in Education (1998) B.S., University; Ph.D., University of Connecticut, 2009. Boston State College; M.Ed. Framingham State College; M.A., University of Massachusetts, Boston; Thomas Wheatland, Assistant Professor of History Ed.D., Boston University, 1998. (2006) B.A., Brown University; Ph.D., Boston College, 2002. Kathleen Dion, Lecturer in Education (2008) B.S., Worcester State College; M.A. Worcester State Thomas J. White, Associate Professor of Economics College; M.A. Fitchburg State College, 1989. (1994) B.S., Iowa State University; M.A., Ph.D., State University of New York, Binghamton, 1989. Chair of Chris Dionis, Lecturer in Education (1996) B.S., M.S., the Department of Economics and Global Studies. Worcester State College, 1960.

Fang Zhang, Associate Professor of Psychology Molly A. Domineck, Lecturer in Human Services and (2003) B.S., Peking University; M.A., Ph.D., Cornell Rehabilitation Studies (2011) B.A., M.S. University University, 2001. of New England; OTD, University of Southern California, 2008. Anthony S. Zielonka, Associate Professor of French (1998) B.A., Ph.D., University of Birmingham Michael Donnelly, Lecturer in Business Law (2011) (England), 1984. B.A. Wesleyan University; J.D. Suffolk University Law School, 1979.

Adjunct Faculty James A. Dorsey, Lecturer in Business Studies (2009) Frances Arena, Lecturer in Education (2010) B.S., B.S. US Military Academy, West Point, M.B.A. M.Ed., Worcester State College, 1974. Bryant University, 1972.

Mary E. Bierfeldt, Lecturer in French (1981) Terrence T. Dougherty, O.C.D., Lecturer in Human B.A., Holy Family College; M.A.T., Assumption Services and Rehabilitation Studies, Professor Emeritus College, 1973. of Human Services and Rehabilitation Studies (1977) A.B., Mount Carmel College; M.Ed., C.A.G.S., Leslie A.C. Blair, Visiting Assistant Professor of Biology Boston University. (2007) B.S., University of Washington, Seattle; Ph.D., University of California at San Diego, 1984. Kate Egnaczak, Lecturer in Art (2012). B.F.A., University of Massachusetts; Master of Professional Arthur Brunell, Lecturer in Education ((2008) Studies, Pratt Institute. B.A., College of the Holy Cross; M.A. Assumption College, 1971. Helen Estaphan, Lecturer in Education (2012) B.S., M.A., Worcester State College, 1984.

43768_20_Directory.indd 210 7/19/13 2:32 PM 43768_20_Directory.indd 211 History, Boston College,1998. University; M.A.Classics,Syracuse University, Ph.D. Assumption College;M.A.History, Syracuse Barry Knowlton Law School,1978. B.A., ManhattanvilleCollege;J.D.,SuffolkUniversity Mary F. Kingsley College; MSW, SalemState University, 2007. Rehabilitation Studies(2011)B.A.Assumption Brendan Keenan Clark University2009. Regis College,M.A.,AssumptionCollege;C.A.G.S., Christine Keating of Lowell,M.M.UniversityLowell,1988. David Jost Chicago; M.P.A., Ph.D.,ClarkUniversity. Assistant ProfessorofEconomics.B.A.,University Landy Johnson College; M.S.,NortheasternUniversity, 1985. Rehabilitation Studies(1998)B.S.,Worcester State Dayna Hume Conservatory ofMusic,1975. Boston Conservatory ofMusic;M.M.,NewEngland Bruce Hopkins College (2005). M.A., EmporiaStateUniversity;M.Ed.,Cambridge Rehabilitation Studies(2002)B.A.,BethanyCollege; Calvin R. Hill Ph.D., BostonCollege,1976. St. JohnFisherCollege;M.A.,UniversityofRochester; Bernard J. Hall, (1999) B.S.,M.S.,UniversityofIllinois,1978. Andrea Goodman C.A.G.S., SimmonsCollege2010. Northeastern University;M.A.,Lesley Ruth Freeman C.A.G.S., CambridgeCollege2008. University ofLowell;M.A.,FitchburgStateCollege; Michele Fournier College, M.A.AssumptionCollege(2000). ­Rehabilitation Studies(2008)B.A.,Assumption Mary Foley Catholic UniversityofAmerica,1978. B.A., UniversityofMassachusetts-Amherst;J.D., Thomas L. Fitzpatrick , LecturerinMusic(2010),B.M.University , LecturerinHumanServicesand , LecturerinHumanServicesand , LecturerinHumanServicesand , LecturerinEducation(2012)B.S., , LecturerinMusic(1987)B.M., , LecturerinEconomics(2010) LecturerinMathematics(2007)B.A., , LecturerinHistory(2013), B.A., , LecturerinBusinessLaw(1983) , LecturerinHumanServicesand , LecturerinEducation(2010)B.A., , LecturerinEducation(2012)B.A., , LecturerinComputerScience , LecturerinBusinessLaw(1984) Boston College2006. Merrimack College, M.A., Villanova University, Ph.D., Shawn M. Lynch M.A., Worcester StateCollege,1989. College oftheHolyCross;M.A.,AssumptionCollege; Anthony Lea M.S., WheelockCollege,1975. Cynthia Lawrence Tufts University, 2005. (2007) B.S.FitchburgStateCollege;M.S.,Ph.D. Lariviere Leslie Adams College, 1981. Fairleigh DickinsonUniversity;M.S.,SarahLawrence Elissa M. Kraus Ed.D., UniversityofMassachusetts-Lowell, 2003. Placement Coordinator. B.S.,M.S.E.,LesleyCollege; Ellen Koretz Syracuse University;M.Ed.,Cambridge College(2005). Rehabilitation Studies(2008) B.S., UticaCollegeof Tammy Murray M.Ed., Worcester StateCollege,1971. John M. Mulry College; Ph.D.,ClarkUniversity, 2007. B.A.,Villanova University;M.B.A.,Assumption John E. Moore University ofMassachusetts-Amherst,2010. M.M., UniversityofMassachusetts-Amherst;Ph.D., BA QueensCollege,CityUniversityofNewYork; Lisa Modenos College, 1973. Rehabilitation Studies(1991)B.A.,M.A.,Assumption Micari Daniel A. of RhodeIsland,1967. College; M.S.,RutgersUniversity;Ph.D.,University Professor EmeritusofChemistry. B.S.Providence Hubert G. Meunier Boston University, 2004. Pontifica UniversidadCatolicadePuertoRico,Ph.D. Pontifica UniversidadCatolicadePuertoRico,M.A. Ingrid Matos-Nin M.Ed., PennsylvaniaStateUniversity, 1978. Rehabilitation Studies(1980)B.A.,Temple University; Heather March Clark University. University ofMassachusetts,Dartmouth;A.B.D., Michael McKay , LecturerinEducation(2005)Field , LecturerinEducation(2008)B.A., , LecturerinAnthropology(2011) , LecturerinEducation(2004) B.S., , LecturerinEconomics(2003) , Lecturer in Human Services and , LecturerinHumanServicesand , LecturerinHumanServicesand , LecturerofBiology(1990)B.S., , LecturerinEconomics(2009)B.A., , LecturerinHumanServicesand , LecturerinHistory(2007).B.A., , LecturerinSpanish(2005)A. , LecturerinEducation(2002)B.S., , LecturerinChemistry(1970) , LecturerinPsychology 7/19/13 2:32 PM DIRECTORY 211 212 DIRECTORY

Alison Myette, Lecturer in Human Services and Tyler Vance, Lecturer in Art (2013). B.F.A., University Rehabilitation Studies (2000) B.S., M.A., University of Utah, M.F.A. Utah State University, 2009. of Rhode Island, 1995. Adam M. Volungis, Lecturer in Psychology (2011) Gary Orlinsky, Lecturer in Art (2000) B.A., University B.A. Saint Anselm College; M.A. Assumption College; of Illinois; M.F.A., University of Massachusetts. Ph.D. Indiana University, 2011.

Susan Perschbacher, Lecturer in Sociology (2012) Elaine Walker, Lecturer in Business Studies (2011) B.A., Denison University; M.A., Ph.D., University of B.S. University of Michigan; M.B.A. Eastern Michigan Chicago, 1981. University, 1987.

Lisa Phillips, Lecturer in Human Services and Elizabeth Walsh, Lecturer in Education (2012) B.A., ­Rehabilitation Studies (2009) B.A., Assumption Stonehill College; M.A., Worcester State College, 2007. College; M.S., Northeastern University (2002). Richard Warby, Visiting Assistant Professor of Sarai Rivera, Lecturer in Human Services and ­Environmental Science (2012). B.Sc., Natal University; ­Rehabilitation Studies (2011) B.A. Worcester State Ph.D., Syracuse University, 2007. University; MSW, University of Connecticut; Ph.D. Gordon-Conwell Theological Seminary, 2007. William Warnken, Lecturer in Psychology (2000). B.A., Eisenhower College (c/o Rochester Institute Susan R. Sabelli, Lecturer in Human Services and of Technology); M.A., Anna Maria College; Psy.D., Rehabilitation Studies, Coordinator of Human Antioch University of New England, 1992. Services and Rehabilitation Studies Undergraduate Internships (1979) A.B., Merrimack College; M.A., Maria Cevallos Warren, Lecturer in Spanish (2003) C.A.G.S., Assumption College, 1978. B.A., University of Puerto Rico; M.S., University of Massachusetts, 1976. Paul D. Sanderson, Lecturer in Psychology (1993) B.A., University of Massachusetts; M.Div., D.Min., Pao Ling Wu Lecturer in Mandarin Chinese, (2009) Andover Newton Theological School; Ph.D., B.S. Zoology National Taiwan University, Taiwan Boston University, 1977. China, M.S. Wayne State University, 1976.

Colleen Smith, Lecturer in Psychology (2008) B.A., Emeriti The University of Albany; M.A., Ph.D. Syracuse University. Linda Ammons, Professor Emerita of Anthropology (1984) A.B., Phillips University, Ph.D. Harvard Elisabeth Solbakken, Lecturer in German (1996) Ex. University, 1978. Phil., Oslo University; M.A., D. Phil., Universität Tübingen, Germany, 1992. George F. Aubin, Professor Emeritus of French and Linguistics (1963) A.B., M.A., Assumption College; Beverly Stewart, Lecturer in Human Services and Ph.D., Brown University, 1972. Rehabilitation Studies (2008) B.A., Clark University; M.A., C.A.G.S., Assumption College (1978). Alexis A. Babineau, A.A., Professor Emeritus of Chemistry (1952) A.B., Assumption College; M.A., Mark Stewart, Lecturer in Human Services and Ph.D., Clark University, 1953. Rehabilitation Studies (1995) B.A., University of Rhode Island; M.A. C.A.G.S., Assumption College (1976). Allan E. Barnitt, Jr., Professor Emeritus of Biology (1976) A.B., William Paterson College of New Jersey; Peter Sulski, Lecturer in Music (2004) B.M. Eastmann M.S., Ph.D., University of Rhode Island, 1972. School of Music, 1990. Barbara Beall-Fofana, Professor Emerita of Art (2000) B.A. Margaret Tartaglia, Lecturer in Music (2012), B.M., Bard College, M.Ed, Clark University, M.A. University of Anna Maria College. Massachusetts-Amherst, Ph.D. Brown University.

Alain Thomassett, A.A., Lecturer in Theology (2010) Duane Berquist, Professor Emeritus of Philosophy Ph.D., Universite Catholique de Louvain, 2005. (2009) Ph.D. Laval Univeristy, 1954.

Robert M. Trudel, Lecturer in Human Services and Herbert Bromberg, Professor Emeritus of Management Rehabilitation Studies (1974) A.B., M.A., C.A.G.S., (1984) B.S., University of Pennsylvania; M.B.A., Assumption College; D.Sc., Boston University. New York University, 1959.

43768_20_Directory.indd 212 7/19/13 2:32 PM 43768_20_Directory.indd 213 University; Ph.D.,University ofRhodeIsland,1967. (1970) B.S.,ProvidenceCollege; M.S.,Rutgers Hubert G. Meunier London, 1983. Amherst, 1980,M.B.A.CityUniversityBusinessSchool, (1997) B.A.,M.A.,Ph.D.,UniversityofMassachusetts- Jeanne McNett Assumption College;Ph.D.,ClarkUniversity, 1973. Paul J. Mahon North Carolina. A.B. CollegeofWilliam andMary;Ph.D.,Universityof Stuart R. Lynn College oftheHolyCross;M.A.,Worcester StateCollege. Andrew Laska New EnglandUniversity, M.S.BentleyCollege,1977. (1987) A.B.CollegeoftheHolyCross,M.B.A.Western Jeffrey Hunter University ofMassachusette-Amherst,1991. College, M.B.A.,C.A.S.NortheasternUniversity, Ed.D., (1990) A.B.AnnaMariaCollege,M.A.Assumption Carol Harvey Graduate TheologicalFoundation,2001. University; M.B.A.,BryantCollege;D.Min.,Ed.D., College (1978)A.B.,ProvidenceCollege;Ed.M.,Boston Joseph H. Hagan University; Ph.D.,NewYork University, 1966. (1968) A.B.,DruryCollege;B.D.,M.A.,Duke Charles W.Estus Carmel College;M.Ed.,C.A.G.S.,BostonUniversity. Social andRehabilitationServices(1977)A.B.,Mount Terrence T.Dougherty Massachusetts-Amherst, 1979. M.A., HarvardUniversity;Ph.D.,Universityof Prof. deLit.,Universidad Nacional deCuyo(Argentina); Magda C. deMoor (Manila); Ph.D.,CornellUniversity, 1979. A.B., B.S.,HolySpiritCollege;M.A.,AteneoUniversity Corazon C. Castaldi University ofNewHampshire,1964. (1968) B.S.,RensselaerPolytechnicInstitute;Ph.D., Eugene W.Byrnes (1968) A.B.,M.A.,BostonCollege,1962. Charles Brusard , ProfessorEmeritaofManagement , Professor Emeritus of Biology (1971) A.B., , ProfessorEmeritusofBiology(1971)A.B., , Director of Athletics Emeritus. B.S., , DirectorofAthleticsEmeritus.B.S., , ProfessorEmeritusofEconomics(1987) , ProfessorEmeritusofManagement , ProfessorEmeritaofManagement , ProfessorEmeritusofMathematics , Sr., ProfessorEmeritusofSociology , PresidentEmeritusofAssumption , ProfessorEmeritusofChemistry , ProfessorEmeritaofSpanish(1969) , ProfessorEmeritusofChemistry , ProfessorEmeritaofEnglish(1981) , O.C.D.,ProfessorEmeritusof Patricia S. Reisert Montreal; Docteurdel’UniversitéParis,1961. (1968) A.B.,AnnaMariaCollege;M.A.,Universitéde Founding DirectressEmeritaoftheFrenchInstitute Claire Quintal Education Administration,MichiganStateUniversity. Student PersonnelAdministration;Ph.D.,Higher College (1998)B.A.,MichiganStateUniversity;M.A., Thomas R. Plough (1973) A.B.,M.A.,Ph.D.,RutgersUniversity, 1969. Oehling Richard A. Clark University, 1973. (1970) A.B.,CollegeoftheHolyCross;M.A.,Ph.D., Kenneth J. Moynihan University ofConnecticut,1975. University; M.A.,Texas Tech University;Ph.D., Rehabilitation Services(1972)A.B.,Hardin-Simmons John G. Moline Minnesota; Ph.D.,DukeUniversity, 1964. A.B., UniversityofOklahoma;M.A., D.Michael True University ofHartford,1962. (1967) A.B.,St.Mary’s SeminaryandUniversity;M.Ed., R. TrahanRoger 1975, C.P.A. (Massachusetts) 1975. (1980) B.S.BostonCollege,M.B.A.Babson William N. Sullivan Colorado, 1968. University; M.A.,Ed.D.,UniversityofNorthern Rehabilitation Services(1985)B.A.,MichiganState Charles K. Stuart Clark University, 1973. Anselm College,M.Ed,BostonUniversity;Ed.D, and RehabilitationStudies(1987)B.A.St. David St. John School; M.A.,Ph.D.,Yale University, 1960. (1974) A.B.,CapitalUniversity;B.D.,Yale Divinity Wayne G. Rollins University, 1965. A.B., ManhattanvilleCollege;M.A.,Ph.D.,Brown , ProfessorEmeritaofFrenchand , ProfessorEmeritusofHuman Services , ProfessorEmeritusofSocialand , ProfessorEmeritusofEnglish(1965) , EmeritusDirectoroftheMediaCenter , ProfessorEmeritusofTheology , ProfessorEmeritusofSocialand , ProfessorEmeritaofBiology(1975) , PresidentEmeritusofAssumption , ProfessorEmeritusofHistory , ProfessorEmeritusofAccounting , ProfessorEmeritusofHistory 7/19/13 2:32 PM DIRECTORY 213 214 INDEX

Aaron T. Beck Institute...... 180, 205 Electives ...... 11 Academic Advising...... 12 Engineering...... 22 Academic Honesty...... 15 English...... 74 Academic Regulations...... 7–19, 184 Environmental Science...... 141 Academic Support Center...... 203 Examinations...... 13 Accounting...... 40 Expenses...... 192 Accreditation...... i Fellowships...... 4, 102 Administration...... 198 Financial Aid...... 181 Admissions ...... 183 First Year Program...... 20 Advanced Placement...... 13–14 Foreign Languages...... 125 Agreements...... 21,22,27,88 Fortin and Gauthier Foundations Program...... 100 Alumni Association...... 3 Foundations Program ...... 100 American Antiquarian Society Seminar ...... 88 Fraud Examination, Minor in ...... 21 American Chemical Society Certification...... 143 French...... 126 Anthropology...... 170 French Institute...... 181 Application Procedure...... 183 Full-time Matriculation...... 183 Art...... 29 Geography ...... 56 Art History...... 29 German...... 133 Athletics ...... 197 Global Studies...... 53 Attendance Regulations...... 13 Grading System...... 15 Auditing...... 13 Graduate Programs...... 3 Augustine Scholars Program...... 186 Graduation Honors...... 18 Augustine Scholarships, see scholarships...... 191 Graphic Design...... 29 Biology ...... 139 Greek...... 124 Biotechnology...... 141 Health Science Programs...... 144 Board of Trustees...... 198 History ...... 82 Buildings and Facilities ...... 5 Honesty Policy...... 15 Business Studies...... 40 Honor Societies...... 27 CALL Program ...... 195 Honors Program...... 19, 101 Campus Activities Board...... 6, 197 Human Services and Rehabilitation Studies...... 90 Campus Ministry...... 5, 198 Incomplete ...... 16 Career Services...... 195 Independent Study...... 21 Center for Continuing and Career Education. . . . .6, 182 Institute for Social and Rehabilitation Chemistry...... 143 Services...... 181 Classics...... 124 Institutes...... 181 Commencement, Participation in...... 18 Interdisciplinary Programs ...... 99 Communications, see English Writing and Mass International Business...... 43, 45, 48 Communication and Business Studies International Economics...... 57 Organizational Communication...... 44,75,82 International Students...... 184, 195 Community Service Learning...... 99, 175 Internships for Credit...... 21, 83 Comparative Literature...... 125 Italian...... 127 Computer Science...... 117 Latin ...... 119 Conditional Enrollment ...... 16 Latin American Studies...... 110, 134 Cooperative Programs of Study...... 20 Learning Disabilities...... 73, 96 Core Curriculum...... 8 Leave of Absence...... 17 Core Exemption Policy...... 10 Library...... 5 Counseling Services ...... 4, 7 Linguistics...... 10, 124, 135 Course Load ...... 12, 145 Majors...... 11 Course Overload...... 12 Make-Up Examinations...... 13 Credit by Examination ...... 13 Management...... 40 Criminology Concentration...... 171, 175 Marine Studies Consortium ...... 22, 54, 150–153 Cross-Cultural Center...... 195 Marketing...... 42, 46 Dean’s List...... 18 Mathematics...... 9, 69, 117 Degree Programs...... 4, 7 Matriculation Status ...... 11 Degree Requirements...... 7, 12 Medical Leave, see Withdrawal With Directory...... 198 Intent to Return (WWIR)...... 17 Double-Counting...... 10 Medical Technology Option...... 146 Economics...... 53 Merit Scholarships ...... 186 Ecumenical Institute ...... 181, 205 Minors...... 11, 30, 44, 54 Education Concentration...... 61 Mission...... 2

43768_21_Index.indd 214 7/19/13 2:32 PM 43768_21_Index.indd 215 Modern andClassicalLanguagesCultures Reach OutCenter Psychology Pre-Medical Preparation Pre-Law Program Pre-Dental Preparation Political Science Physical Therapy Philosophy Perkins Loan Pell Grant Peace andConflictStudies Non-matriculating Student Neuroscience, seePsychologyMajorinBrain, NCAA Eligibility Natural Sciences Music Reserved Officers Training Corps.(ROTC) Replacing aCourse Release ofInformation Registration forCourses Readmission Policy Physics Pass/No CreditOption Organizational Communication Occupational Therapy Major inNeuroscienceandBehavior Behavior andCognition,Biology ......

. . 93, 145,146 12, 152,184 90, 94,143 6, 99,191 44, 48,52 9, 29,34 10, 164 10, 160 56, 139 17, 184 144 144 154 150 191 195 106 139 197 124 26 16 26 16 19 12 T Student HealthServices Student GovernmentAssociation Student Development Sociology Six-in-Five Program Residence Halls Writing andMassCommunications Work-Study Program Worcester InstituteforSeniorEducation(WISE) Withdrawal fromtheCollege Withdrawal fromaCourse Villino Dufault,seeRomeProgram Transfer Students Transfer Credit Transcripts Theology Theatre andTelevision Arts Study Abroad Studio Art Student Publications Student Organizations Student Life Spanish SOPHIA Program Scholarships Satisfactory AcademicProgress Rome Program agaste Project ...... 19, 21, 190–191 111, 192 114, 6, 7, 4, 192 182 183 177 197 195 194 197 195 128 225 170 189 104 75 17 16 20 13 18 11 19 29 94 6 7 7/19/13 2:32 PM INDEX 215 216 DIRECTIONS

1 La Maison Francaise 24 Aubuchon Hall 2 Bishop Wright Hall 25 Nault Hall 3 Taylor Dining Hall 26 Hanrahan Hall 4 Alumni Hall 27 Young Hall 5 Desautels Hall 28 Tennis Courts 6 Founders Hall 29 Bissonette Hall 7 Testa Science Center 30 Martel House 8 Admissions House 31 Moquin Hall 9 Carriage House 32 Dion Hall 10 Student Development and Counseling Center 33 Armanet House/Student Health Services 11 Emmanuel House 34 Maintenance Facility 12 Chapel of the Holy Spirit 35 Dufault Hall 12a Tinsley Campus Ministry Center 36 Authier Hall 13 Emmanuel d’Alzon Library 37 Tennis Courts 14 Information Technology Center 38 Normand R. Marois Field 15 Fuller Hall 39 Multi-Sport Stadium 16 Switzer Building 40 H.L. Rocheleau Athletic Field 17 DiPasquale Media Center 41 Worcester Hall 18 Kennedy Memorial Hall 42 Wachusett Hall 18a Campus Police 43 Living / Learning Center 19 Power Plant 44 South Hall 20 Hagan Campus Center 45 West Hall 21 Laska Gymnasium 46 Plough Hall 22 Plourde Recreation Center 23 Salisbury Hall Parking Lots are labeled: A–P

43768_22_Map.indd 216 7/19/13 2:33 PM 43768_22_Map.indd 217 onto SalisburySt.for2.1miles.AssumptionCollegewillbe onyourright. Belmont St.(Rt.9West) for.3mile.Turn rightontoGroveSt.for.2mile.Turn left 2 Coming from theSouth: College willbeonyourright. onto Salisbury Street. Stay on Salisbury Street for about 2 miles. Assumption Turn rightatthelightsendofexitrampontoLincolnStreetandbear Worcester. Take I-290 West intoWorcester. Take Exit18(LincolnStreet/Rt. 9). Travel about7milesonI-495NorthandtakeExit25B(I-290West) toward Coming from Boston: on SalisburyStreetforabout 2 miles.AssumptionCollegewillbeonyourright. end of the exit ramp onto Lincoln Street and bear right onto Salisbury Street. Stay (about South toExit25B(I-290West) towardWorcester. Take I-290West intoWorcester Coming from the North: left ontoSalisburySt.for2.1miles.AssumptionCollegewill beonyourright. onto BelmontSt.(Rt.9West) for.3mile.Turn rightontoGroveSt.for.2mile.Turn toward Worcester. Take Exit17(Rt.9).Turn leftatlighttheendofexitramp Coming from the West:

miles. Take Exit 17 (Rt.9). Turn left at light at the end of the exit ramp onto 10 minutes). Take Exit 18(Lincoln Street / Rt.9). Turn right at the lights at Take the MassPike (I-90 West) toExit 11A (I-495North). Take theMassPike(I-90East)toExit10(I-290 Take Rt.146NorthandmergeontoI-290Eastforabout Take I-95orI-93SouthtoI-495South.Take I-495 7/19/13 2:33 PM CAMPUS MAP & DIRECTIONS 217 218 ACADEMIC CALENDAR 2013–2014

FALL SEMESTER Sat. Aug. 31 New students arrive/Check-In Mon. Sept. 2 Returning students arrive/Check-In Tues. Sept. 3 Undergraduate, CE & Graduate classes begin Fri. Sept. 6 Undergraduates last day to add/drop Sat.–Tues. Oct. 12–15 Columbus Day—NO CLASSES Wed. Oct. 16 Undergraduate, CE & Graduate classes resume Mon. Oct. 28 MID-TERM Mon. Nov. 4–Dec. 13 Registration for CE Intersession Mon. Nov. 11–22 Undergraduate course selection for Spring 2014 semester Fri. Nov. 22 Undergraduates last day to withdraw from a course: pass/no credit deadline Wed. Nov. 27 THANKSGIVING RECESS BEGINS Mon. Dec. 2 Undergraduate, CE & Graduate classes resume Wed. Dec. 11 Last day of classes Thurs. Dec. 12 Undergraduate study day/Last day of Graduate classes Fri.–Thurs. Dec. 13–14, 16–19 Undergraduate final exam period Sat. Dec. 14 Last day of CE classes Fri. Dec. 20 Snow period for final exams Mon. Dec. 23 Grades due by noon

INTERSESSION January 6–17 CE Online Courses

SPRING SEMESTER Mon. Jan. 20 Check-In for students; Martin Luther King Jr. Day Tues. Jan. 21 Undergraduate classes begin Wed. Jan. 22 CE & Graduate classes begin Fri. Jan. 28 Undergraduates last day to add/drop Mon. Feb. 17 Presidents’ Day—Undergraduate, CE & Graduate classes held Fri. Feb. 21 Undergraduates last day to declare majors prior to Fall 2014 course selection Mon.–Sun. Mar. 10–16 Undergraduate, CE & Graduate SPRING BREAK Mon. Mar. 17 Undergraduate, CE & Graduate classes resume/MID-TERM Mon. Apr. 7–16 Undergraduate course selection for Fall 2014 Fri. Apr. 11 Undergraduates last day to withdraw from a course; P/NC deadline Wed. Apr. 16 No CE & Graduate classes Thurs. Apr. 17 EASTER RECESS BEGINS Tues. Apr. 22 Undergraduate, CE & Graduate classes resume Mon. May 5 Last day of Undergraduate classes Tues. May 6 Undergraduate study day Thurs. May 8 Last day of Graduate & CE classes Wed.–Tues. May 7–12 Undergraduate final exams Wed. May 14 Senior grades due by noon Fri. May 16 Baccalaureate Mass Sat. May 17 Commencement Mon. May 19 Final grades due by noon

SUMMER May 27–July 3 Session I July 7–Aug. 15 Session II

43768_23_Calendar.indd 218 7/19/13 2:33 PM ACADEMIC CALENDAR 2014–2015 219

FALL SEMESTER Sat. Aug. 30 New students arrive/Check-In Mon. Sept. 1 Labor Day; returning students arrive/Check-In Tues. Sept. 2 Undergraduate, CE & Graduate classes begin Mon. Sept. 8 Undergraduates last day to add/drop Tues. Sept. 9 Mass of the Holy Spirit/College Picnic Sat.–Tues. Oct. 11–14 Columbus Day—NO CLASSES Wed. Oct. 15 Undergraduate, CE & Graduate classes resume Mon. Oct. 20 MID-TERM Mon. Nov. 10–21 Undergraduate course selection for Spring 2015 Fri. Nov. 21 Undergraduates last day to withdraw from a course: pass/no credit deadline Wed. Nov. 26 THANKSGIVING RECESS BEGINS Mon. Dec. 1 Undergraduate, CE & Graduate classes resume Wed. Dec. 10 Last day of Undergraduate classes Thurs. Dec. 11 Undergraduate study day/Last day of CE &Graduate classes Fri.–Thurs. Dec. 12–13; 15–18 Undergraduate final exam period Fri. Dec. 19 Snow period for final exams Mon. Dec. 22 Grades due by noon

INTERSESSION January 5–16 CE Online Courses

SPRING SEMESTER Mon. Jan. 19 Check-In for students; Martin Luther King Jr. Day Tues. Jan. 20 Undergraduate classes begin Wed. Jan. 21 CE & Graduate classes begin Tues. Jan. 27 Undergraduates last day to add/drop Mon. Feb. 16 President’s Day—Undergraduate, CE & Graduate classes held Fri. Feb. 20 Undergraduates last day to declare majors prior to Fall 2015 course selection Mon.–Sat. Mar. 2–7 Undergraduate, CE & Graduate SPRING BREAK Mon. Mar. 9 Undergraduate, CE & Graduate classes resume/MID-TERM Wed. Apr. 1 No CE & Graduate classes Thurs. Apr. 2 EASTER RECESS BEGINS Tues. Apr. 7 Undergraduate, CE & Graduate classes resume Mon. Apr. 13–24 Undergraduate course selection for Fall 2015 Fri. Apr. 24 Undergraduates last day to withdraw from a course: P/NC deadline Mon. May 4 Last day of undergraduate classes Tues. May 5 Undergraduate study day Wed.–Tues. May 6–9; 11 Undergraduate final exams Thurs. May 7 Last day of CE & Graduate classes Wed. May 13 Senior grades due by noon Fri. May 15 Baccalaureate Mass Sat. May 16 Commencement Mon. May 18 Final grades due by moon

SUMMER May 26–July 2 Session I July 6–August 14 Session II

43768_23_Calendar.indd 219 7/19/13 2:33 PM 43768_23_Calendar.indd 220 7/19/13 2:33 PM 43768_24_Whats New.indd 221 to beginprepareforpossible careersinthearea. the opportunitytoexplorethis areaindepthandalso examination andforensicaccounting givesstudents profession. The creation of a minor program in fraud is currentlythefastestgrowing nicheintheaccounting The areaofforensicaccountingandfraudexamination Accounting (7courses) New Minor: Fraud Examination and Forensic porary globalissuesthatcancomplementmanymajors. in GlobalStudiesacquireanunderstandingofcontem politics, andanthropology, studentschoosingtominor By combiningcoursesingeography, economics,history, add aglobaldimensiontotheirmajorprogramofstudy. The newminorinGlobalStudiesallowsastudentto New Minor: GlobalStudies(7 courses) as approvedbythechair. LAS, GEO,ECO,BUS,ANT, HISorPOL,others A languageminorisencouraged,butstudentsmaydo completion ofanapprovedminorarenowrequired. Washington Internship,orSeniorResearch,and a listofsixoptions,threeelectives,studyabroad, Studies depth(2courses),onehistorycoursefrom ANT131, ECO110,ECO252,POL207),aGlobal Global Studies.Sixcorecourses(GLS100,GEO100, Global Studiesisnowasinglemajorcalledsimply of themajorissame. electives hasbeenreducedbyone,sotheoverallsize requires ECO215 Econometrics. The number of Economics withaBusinessConcentrationalsonow of themajorissame. electives hasbeenreducedbyone,sotheoverallsize Econometrics (formerlyStatisticsII).Thenumberof Major inEconomicsnowrequiresECO215 tration hasbeendiscontinued. Major inEconomicswithanInternationalConcen and Cognition.” Psychology with aConcentration inBrain, Behavior, in CognitiveandBrainScience”isnow“Major “Major inPsychologywithaConcentration Changes toExistingMajors: No NewMajors Learning, JimLang,Director NEW RESOURCE academic catalog. changes, additions, and corrections to last year’s This sectionoffersanoverviewofallsubstantive WHAT’S NEWINADVISING TheCenterforTeaching and - - WMS385 Women of the World designated also as Humanities courses Notre Dame3:2studentsmaytake1ratherthan2 Humanities New courseCLT 227Boccaccio’s as SecondPhilosophy New coursePHI227LivingLivesthatMatter, counts New inGeneral Education/Core Requirements range ofofferings. and PhilosophyofLaw, andthreeelectivesfroma The American Founding,ConstitutionalLaw, Logic, Madison andJohnMarshall.Fourrequiredcourses: Thomas Aquinas, andImmanuelKanttoJames law through thinkersranging from Aristotle, St. LEX engagesconstitutionalism,ethics,andthe the PoliticalScienceandPhilosophyDepartments, and philosophicaltraditions.Jointlysponsoredby tional orderanditsrootsintheWestern political Helps students appreciate the nation’s constitu Studies (7courses) New Minor: LEX: Law, Ethics, and Constitutional Political ScienceB.J.Dobski Sociology andAnthropology StevenFarough Psychology PaulaFitzpatrick New Chairs two coursesforfree. highly qualifiedhighschoolstudentsmaytakeoneor Policy setforhomeschoolers.Alimitednumberof Worcester PublicSchoolsandDioceseofWorcester. New Agreement experience inRomeMay. and areinvitedtoparticipateinatwo-weekcapstone areas of compete forthreehighimpact philosophy course); have a dedicated faculty mentor; Lives that the Living/LearningCenter;enrollinPHI227 SOPHIA Collegiansliveinresidencetogether for admissioninthespringsemesteroftheirfirstyear. component andthereforerequiresstudentstoapply intended forsophomores,itincludesaresidential SOPHIA (SophomoreInitiativeatAssumption)is students to consider the SOPHIAprogram. Although New SOPHIA Program: Italian atanylevel. (history, comparative literature), art/music/theatre, and level coursesinphilosophy, theology, humanities Rome Program now designatedWMS.Fulfillshumanities. CLT/HIS/PSY/SOC 285 Women’s Studies: Images is CLT/HIS/PSY/SOC. Countsashumanities. community engagement

Matter offersgeneraleducationsophomore- (thiscoursecountsforthesecond : Dual-enrollagreementssignedwith WHAT’S NEWIN ADVISING Advisorsmaywishtoinvite , faith , and summer Decameron, the lifeofmind grantsinthe countsas Living - ; 7/19/13 2:34 PM WHAT’S NEW IN ADVISING 221 222 WHAT’S NEW IN ADVISING

New Directors MGT 342 Sport Management Honors Program Rachel Ramsay PHI 227 Living Lives That Matter (SOPHIA course) WISE: Paul Mahon PHI 351 Trials and Deaths of Socrates and Jesus EDU400 Seminar in Contemporary American New courses Education BUS320 Issues in Corporate Governance and EDU302 Teaching English Language Learners White Collar Crime GLS 100 New name for GEO/ECO 120 CLT 227 Boccaccio’s Decameron Introduction to Global Studies CSC 335 Computer and Network Security. ECO215 Re-named from Statistics II to Satisfies all of the IT minor tracks - Econometrics. Now required in applied, online, and analytical. Economics majors, and an option for the ENG 353 Jane Austen’s Novels finance minor elective HIS252 Angels and Demons: Religion in Colonial ECO315 Re-named from Statistics III to Latin America Econometrics II

43768_24_Whats New.indd 222 7/19/13 2:34 PM 43768_24_Whats New.indd 223 7/19/13 2:34 PM 43768_24_Whats New.indd 224 7/19/13 2:34 PM ASSUMPTION COLLEGE

Assumption College Worcester, Massachusetts and Rome, Italy 508-767-7000 www.assumption.edu

ASSUMPTION COLLEGE ASSUMPTION COLLEGE

ACADEMIC DEPARTMENTS UNDERGRADUATE CATALOG 2013-14 2013-14 UNDERGRADUATE CATALOG

Art, Music and Theatre Business Studies Economics and Global Studies Education English History Human Services and Rehabilitation Studies Mathematics and Computer Science Modern and Classical Languages and Cultures Natural Sciences Philosophy Political Science Psychology Sociology and Anthropology Theology